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The Development of Ethnoscience in Chemistry Learning in Indonesia: A Bibliometric Analysis of Literacy and Cultural Relevance Vika Puji Cahyani; Dewiyanti Fadly
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 3 (2024): September - Desember 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.3.2024.4797

The main issue in this study is the lack of comprehensive understanding and mapping of the patterns and progress in ethnoscience research within the context of chemistry education in Indonesia. Investigating the patterns and advancements in ethnoscientific research in Indonesian chemistry education is the aim of this study. This study uses a bibliometric technique and is quantitative descriptive in nature. he stages include Selection of Topic and Research Objectives, Data Collection, Data Cleaning and Processing, Data Analysis, Data Visualisation, Interpretation and Discussion. Data collection was carried out by searching for journal articles indexed by Google Scholar through Publish or Perish (PoP) with the keyword ‘chemical ethnoscience’. Data from Publish or Perish (PoP) was filled in and completed in the author's keywords section manually using Mendeley desktop software then integrated into VOSviewer software for mapping. The results of the analysis of keyword mapping in Google Scholar indexed scientific articles from 2014-2024, it is known that in the last 10 years, there are 137 keywords that are interrelated. The top 7 keywords with the strongest links include: ethnoscience (40), chemical literacy (9), chemistry learning (6), chemistry (4), problem based learning (4), local wisdom (3), STEM (3). Recent keywords in chemistry education that are still rarely discussed in scientific articles are podcast-based ethnoscience, common knowledge construction, chemical bonding, CKCM learning model, Flipped Classroom, knowledge, references, implementation, culture, character values, ethnoscience-based chemistry, need analysis, independent curriculum, 4-D development.

Local Wisdom in Chemistry Learning: A literature Review on The Ethnoscience Approach Vika Puji Cahyani; Dewiyanti Fadly
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 3 (2024): September - Desember 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.3.2024.4801

The main issues in this research are how to integrate local wisdom into chemistry learning, its impact on students' understanding and skills, the challenges faced in its implementation, and the potential of local wisdom as a resource to improve the quality of chemistry education. The purpose of this study is to analyse the implementation of ethnoscience in chemistry learning at school. This research method uses a qualitative descriptive method with a literature review approach to examine local wisdom in learning chemistry through an ethnoscience approach. The steps taken in this research are determining the topic and problem formulation, data collection, literature analysis, synthesis of findings and preparation of conclusions. The results showed that the integration of local wisdom into chemistry learning has shown a positive impact on students' skills and understanding. Several studies have highlighted the importance of incorporating local wisdom as it has the potential to increase students' interest and motivation in learning chemistry. Students become more engaged and active in the learning process when they see the relevance of chemistry materials to their daily lives. The implementation of ethnoscience in chemistry learning in schools has many potential benefits, but still faces various challenges. Teachers face various challenges in implementing ethnoscience, including lack of resources and supportive teaching materials, lack of training and support from the school, as well as difficulties in adapting the existing curriculum to the ethnoscience approach.

Comparing The Effectiveness of Mind Mapping and Summarizing in Enhancing Student Learning Outcomes in Flipped Classroom Model Munawwarah Munawwarah; Vika Puji Cahyani
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 1 (2025): Januari - April 2025 (In Processing)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.1.2025.5552

The urgency of this research lies in the need to explore and compare the effectiveness of two distinct teaching strategies, mind mapping and summarizing, within the flipped classroom model, considering the challenges in determining the most effective method to enhance student learning outcomes across various disciplines, as well as understanding factors that may influence learning success, such as student engagement and material quality. This study examines the effectiveness of the flipped classroom model in enhancing students' learning outcomes, focusing on two distinct instructional strategies: mind mapping and summarizing. Using a posttest-only control group design, the research compared two groups: Class A (mind mapping) and Class B (summarizing), each consisting of 20 fifth-semester chemistry education students. Students engaged with materials independently before class and presented their understanding using their respective methods. Data analysis included descriptive statistics, the Shapiro-Wilk test for normality, Levene's test for homogeneity of variances, and the Mann-Whitney U test for comparing post-test scores. The results showed that Class A followed a normal distribution (p > 0.05), whereas Class B did not meet the normality assumption (p < 0.05). However, the Levene's test indicated homogeneity of variances between the groups (p > 0.05). The Mann-Whitney U test revealed no statistically significant difference in post-test scores (U = 156.5, p = 0.244), with mean scores of 86.83 for Class A and 86.42 for Class B. Effect size analysis using Cohen's d demonstrated a negligible effect (d = 0.06), suggesting equivalent effectiveness between the two methods. These findings highlight that both mind mapping and summarizing are equally effective within the flipped classroom model, reinforcing its versatility in diverse learning contexts. Future research is recommended to explore additional factors, such as student engagement and material quality, that may influence learning outcomes in this instructional model.

Character Education and Related Trend Variables Sumiati Side; Vika Puji Cahyani
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 1 (2025): Januari - April 2025 (In Processing)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.1.2025.5579

Various studies have been conducted to examine the effectiveness of character education in various contexts, including schools, families, and communities. However, as the scope of studies on character education has expanded, there is a need to understand how research trends in character education have developed over time. This study aims to analyse bibliometric trends in character education variables using data from scientific publications available in academic databases. This study uses a qualitative approach by combining bibliometric methods and systematic literature reviews (SLR) to analyse research trends and understand the importance of character education in learning. The results show that character education plays a crucial role in shaping students' morals and ethics from an early age through the support of the curriculum, schools, families, and communities, as well as the application of cultural values. Character education is an important aspect in the formation of individual personality. Character education can serve as a means of building environmental awareness among learners. Variables closely related to character education include Character Strengths, Virtue Ethics, Positive Education, Critical Thinking, Affective and Social Outcomes, Environmental Consciousness.

Comparing The Effectiveness of Mind Mapping and Summarizing in Enhancing Student Learning Outcomes in Flipped Classroom Model Munawwarah, Munawwarah; Cahyani, Vika Puji
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 1 (2025): Januari - April 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.1.2025.5552

The urgency of this research lies in the need to explore and compare the effectiveness of two distinct teaching strategies, mind mapping and summarizing, within the flipped classroom model, considering the challenges in determining the most effective method to enhance student learning outcomes across various disciplines, as well as understanding factors that may influence learning success, such as student engagement and material quality. This study examines the effectiveness of the flipped classroom model in enhancing students' learning outcomes, focusing on two distinct instructional strategies: mind mapping and summarizing. Using a posttest-only control group design, the research compared two groups: Class A (mind mapping) and Class B (summarizing), each consisting of 20 fifth-semester chemistry education students. Students engaged with materials independently before class and presented their understanding using their respective methods. Data analysis included descriptive statistics, the Shapiro-Wilk test for normality, Levene's test for homogeneity of variances, and the Mann-Whitney U test for comparing post-test scores. The results showed that Class A followed a normal distribution (p > 0.05), whereas Class B did not meet the normality assumption (p < 0.05). However, the Levene's test indicated homogeneity of variances between the groups (p > 0.05). The Mann-Whitney U test revealed no statistically significant difference in post-test scores (U = 156.5, p = 0.244), with mean scores of 86.83 for Class A and 86.42 for Class B. Effect size analysis using Cohen's d demonstrated a negligible effect (d = 0.06), suggesting equivalent effectiveness between the two methods. These findings highlight that both mind mapping and summarizing are equally effective within the flipped classroom model, reinforcing its versatility in diverse learning contexts. Future research is recommended to explore additional factors, such as student engagement and material quality, that may influence learning outcomes in this instructional model.

Character Education and Related Trend Variables Side, Sumiati; Cahyani, Vika Puji
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 1 (2025): Januari - April 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.1.2025.5579

Various studies have been conducted to examine the effectiveness of character education in various contexts, including schools, families, and communities. However, as the scope of studies on character education has expanded, there is a need to understand how research trends in character education have developed over time. This study aims to analyse bibliometric trends in character education variables using data from scientific publications available in academic databases. This study uses a qualitative approach by combining bibliometric methods and systematic literature reviews (SLR) to analyse research trends and understand the importance of character education in learning. The results show that character education plays a crucial role in shaping students' morals and ethics from an early age through the support of the curriculum, schools, families, and communities, as well as the application of cultural values. Character education is an important aspect in the formation of individual personality. Character education can serve as a means of building environmental awareness among learners. Variables closely related to character education include Character Strengths, Virtue Ethics, Positive Education, Critical Thinking, Affective and Social Outcomes, Environmental Consciousness.

The Development of Ethnoscience in Chemistry Learning in Indonesia: A Bibliometric Analysis of Literacy and Cultural Relevance Cahyani, Vika Puji; Fadly, Dewiyanti
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 3 (2024): September - Desember 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.3.2024.4797

The main issue in this study is the lack of comprehensive understanding and mapping of the patterns and progress in ethnoscience research within the context of chemistry education in Indonesia. Investigating the patterns and advancements in ethnoscientific research in Indonesian chemistry education is the aim of this study. This study uses a bibliometric technique and is quantitative descriptive in nature. he stages include Selection of Topic and Research Objectives, Data Collection, Data Cleaning and Processing, Data Analysis, Data Visualisation, Interpretation and Discussion. Data collection was carried out by searching for journal articles indexed by Google Scholar through Publish or Perish (PoP) with the keyword ‘chemical ethnoscience’. Data from Publish or Perish (PoP) was filled in and completed in the author's keywords section manually using Mendeley desktop software then integrated into VOSviewer software for mapping. The results of the analysis of keyword mapping in Google Scholar indexed scientific articles from 2014-2024, it is known that in the last 10 years, there are 137 keywords that are interrelated. The top 7 keywords with the strongest links include: ethnoscience (40), chemical literacy (9), chemistry learning (6), chemistry (4), problem based learning (4), local wisdom (3), STEM (3). Recent keywords in chemistry education that are still rarely discussed in scientific articles are podcast-based ethnoscience, common knowledge construction, chemical bonding, CKCM learning model, Flipped Classroom, knowledge, references, implementation, culture, character values, ethnoscience-based chemistry, need analysis, independent curriculum, 4-D development.

Local Wisdom in Chemistry Learning: A literature Review on The Ethnoscience Approach Cahyani, Vika Puji; Fadly, Dewiyanti
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 3 (2024): September - Desember 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.3.2024.4801

The main issues in this research are how to integrate local wisdom into chemistry learning, its impact on students' understanding and skills, the challenges faced in its implementation, and the potential of local wisdom as a resource to improve the quality of chemistry education. The purpose of this study is to analyse the implementation of ethnoscience in chemistry learning at school. This research method uses a qualitative descriptive method with a literature review approach to examine local wisdom in learning chemistry through an ethnoscience approach. The steps taken in this research are determining the topic and problem formulation, data collection, literature analysis, synthesis of findings and preparation of conclusions. The results showed that the integration of local wisdom into chemistry learning has shown a positive impact on students' skills and understanding. Several studies have highlighted the importance of incorporating local wisdom as it has the potential to increase students' interest and motivation in learning chemistry. Students become more engaged and active in the learning process when they see the relevance of chemistry materials to their daily lives. The implementation of ethnoscience in chemistry learning in schools has many potential benefits, but still faces various challenges. Teachers face various challenges in implementing ethnoscience, including lack of resources and supportive teaching materials, lack of training and support from the school, as well as difficulties in adapting the existing curriculum to the ethnoscience approach.

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