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All Journal Abdimas Jurnal Pengabdian kepada Masyarakat Nusantara International Journal of Active Learning
Damayanti, Yosephine Debbie
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Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Social Sciences

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Journal : International Journal of Active Learning

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A Systematic Literature Review: Findings of Misconceptions in Atomic Structure Chemistry Damayanti, Yosephine Debbie; Wulanningtyas, Melania Eva
International Journal of Active Learning Vol. 10 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aims to provide a comprehensive overview of the current state of research on atomic structure misconceptions, as well as identifying the best strategies to overcome them. Systematic Literature Review (SLR) approach to identify, study, evaluate, and interpret research results related to misconceptions in atomic structure material at the high school level. This approach was chosen because it is able to provide a systematic and comprehensive overview of various relevant research, so that it can find patterns, trends and research gaps that exist over a certain period of time. The analysis focuses on the forms of misconceptions, causal factors, and learning strategies to overcome these misconceptions which are based on the results of literacy studies, especially those originating from 10 selected articles (which were selected based on SLR-based research methods). The research results show that there are misconceptions in the concept of atomic structure starting from the concept of the atomic model, the quantum mechanical model, the Aufbau principle, the Hund principle, the Pauli exclusion principle, to the sub-atomic concept of the composition of an atom. The results of this study provide important insight for teachers and curriculum developers regarding steps that can be taken to reduce misconceptions.
INCLUSIVE LEARNING MODEL IN SPORTS MATRICULATION: ADAPTATION STRATEGY TO IMPROVE ACTIVE INVOLVEMENT OF 3T STUDENTS IN HIGHER EDUCATION Damayanti, Yosephine Debbie; Wulanningtyas, Melania Eva
International Journal of Active Learning Vol. 10 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijal.v10i1.22104

Abstract

This study analyzes the effectiveness of an inclusive learning model in sports matriculation to increase the active involvement of 3T students in college. This model is implemented through an experience-based approach, social interaction, and adaptation strategies designed. The research method uses a qualitative approach with data collection techniques in the form of interviews, observations, documentation, and questionnaires to measure the level of student involvement. The results of the study indicate that the inclusive learning model increases student participation in discussions, group work, and practice-based activities. Students experience increased social skills, especially in communication and teamwork. Student self-confidence also increases along with the implementation of learning strategies that encourage their active involvement. In terms of understanding the material, practice-based and experimental methods are proven to be more effective than conventional lectures. This study provides insight into the importance of an inclusive approach in sports matriculation to increase the involvement of 3T students in college.
THE INFLUENCE OF EMOTIONS IN THE CHEMISTRY LEARNING PROCESS: A PHENOMENOLOGICAL STUDY OF ANXIETY AND LEARNING MOTIVATION Damayanti, Yosephine Debbie; Wulanningtyas, Melania Eva
International Journal of Active Learning Vol. 10 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijal.v10i1.22211

Abstract

This study aims to understand the influence of emotions, especially anxiety and motivation, on the chemistry learning process. This study uses a qualitative approach with a phenomenological method, involving seven students from various levels of education. Students of the class of 2024 experience academic anxiety related to their choice of major, inability to attend lectures, and uncertainty about the future. Meanwhile, final year students face anxiety about completing their studies and the challenges of entering the workforce. The results of the study show that excessive anxiety has an impact on low student engagement in learning, especially in class discussions and problem solving. Students with high anxiety tend to rely on passive learning methods and have difficulty understanding chemistry concepts in depth. In contrast, high motivation plays a role in increasing academic engagement, building better conceptual understanding, and encouraging students to be more active in finding solutions to learning difficulties. These findings emphasize the importance of learning strategies that can reduce academic anxiety and increase student motivation. A more interactive learning approach and emotional support from the academic environment have the potential to create a more effective and productive learning experience. Thus, this study provides insights for educational institutions to design more adaptive strategies in improving the quality of chemistry learning.
EFFECTIVENESS OF MULTIPLE REPRESENTATION-BASED SCAFFHOLDING IN CHEMISTRY LEARNING: A STUDY ON 3T STUDENTS WITH LOW NUMERACY ABILITY Damayanti, Yosephine Debbie; Wulanningtyas, Melania Eva
International Journal of Active Learning Vol. 10 No. 2 (2025): October 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijal.v10i2.22429

Abstract

This study aims to analyze the effectiveness of scaffolding-based learning with multiple representations in improving students' understanding of atomic structure and electron configuration. The subjects of the study consisted of 42 students from the 3T area, who were divided into an experimental group and a control group. The experimental group received learning with scaffolding based on multiple representations, while the control group received conventional learning. The results showed that there was a significant increase in conceptual understanding in the experimental group, with an average pretest score of 45.2 and a posttest score of 78.5. In addition, the scaffolding technique based on multiple representations was proven effective in reducing students' misconceptions about atomic structure and electron configuration, as well as increasing their learning motivation. Therefore, this learning strategy is recommended to be widely applied in chemistry learning, especially for students in the 3T area who have limited access to learning resources and low numeracy skills.
COGNITIVE LOAD REDUCTION STRATEGY IN LEARNING STOICHIOMETRY FOR 3T STUDENTS: AN APPROACH TO OVERCOMING COGNITIVE LOAD IN CHEMISTRY NUMERATION Damayanti, Yosephine Debbie; Putri, Rinda Angghita
International Journal of Active Learning Vol. 10 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijal.v10i1.22475

Abstract

This study aims to analyze the effectiveness of cognitive load reduction strategies in improving 3T students' understanding of the concept of stoichiometry. Students from 3T areas often have difficulty in understanding chemical concepts due to limited access to quality learning resources and challenges in numeracy. Therefore, this study applies a cognitive load reduction strategy that includes material segmentation, scaffolding, concept visualization, and the use of analogies and real contexts in stoichiometry learning. The research method used is a quasi-experiment with a pretest-posttest control group design. The subjects of the study consisted of 3T students who were divided into experimental groups and control groups. Data were collected through a stoichiometry understanding test, a cognitive load questionnaire, and in-depth interviews. The results of the analysis showed that the experimental group experienced a significant increase in posttest scores compared to the control group. In addition, students in the experimental group showed a higher level of understanding retention and a reduction in misconceptions after the implementation of the cognitive load reduction strategy. This study provides evidence that the cognitive load reduction strategy can improve the effectiveness of stoichiometry learning by reducing students' cognitive load. The implications of this study suggest that this approach can be applied more widely in chemistry teaching to improve students' conceptual understanding and numeracy skills. Thus, the results of this study can be the basis for the development of more innovative and adaptive teaching methods for students with diverse educational backgrounds.
PROPORTIONAL THINKING MECHANISM: EFFECTIVENESS OF DUAL-PROCESSING METHOD IN OVERCOMING NUMERATION OBSTACLES IN CHEMISTRY LEARNING FOR 3T STUDENTS Damayanti, Yosephine Debbie; Putri, Rinda Angghita
International Journal of Active Learning Vol. 10 No. 2 (2025): October 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijal.v10i2.22476

Abstract

This study aims to examine the effectiveness of the dual-processing method in improving the proportional thinking skills of 3T students in chemistry learning, especially in dealing with numeracy barriers. The dual-processing method refers to a cognitive theory that combines intuitive thinking (System 1) and analytical thinking (System 2) to improve students' conceptual understanding and numeracy skills. This study used a quantitative and qualitative approach with a pre-test and post-test experimental design and observation of student participation during the learning process. The results showed that after the dual-processing method intervention, there was a significant increase in students' numeracy skills, with an average post-test score increasing by 33.5 points compared to the pre-test. In addition, this method also helps reduce academic anxiety and increase students' confidence in solving numeracy problems. Classroom observations showed that students were more active in discussions and more reflective in solving chemistry problems than before the intervention. The dual-processing method has been proven effective in improving 3T students' numeracy understanding and overcoming proportional thinking barriers in chemistry learning. Therefore, the integration of this method into the higher education curriculum is recommended to improve students' critical and analytical thinking skills in numeracy-based disciplines.
Co-Authors Dian Sri Asmorowati Harjito - Kasmui -, Kasmui Melania Eva Wulanningtyas Mubarak, Dinda Halimah Agrifani Murbangun Nuswowati Nancy Susianna Putri, Rinda Angghita Rohmah, Rojaa Maysa Sri Kadarwati