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All Journal Abdimas Chemistry in Education Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Media Informatika Journal of Community Empowerment International Journal of Active Learning Jurnal Inovasi Pendidikan Kimia Journal of Community Empowerment
Damayanti, Yosephine Debbie
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Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Materials Science & Nanotechnology Physics Social Sciences

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Analysis of The Level of Understanding of Class X Students' Concepts on The Periodic Table of Elements Material Assisted by The Three-Tier Multiple Choice Test Instrument Damayanti, Yosephine Debbie; Wulanningtyas, Melania Eva
International Journal of Active Learning Vol. 9 No. 2 (2024): October 2024
Publisher : Universitas Negeri Semarang

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

Abstract

Chemistry is one of the subjects that is abstract and emphasizes concepts. This is often the cause of low levels of student understanding (misconceptions). Not only because of inappropriate learning methods or models, but less in-depth question instruments also increase students' misconceptions. This study was conducted with the aim of analyzing the level of conceptual understanding of grade X students on the Periodic System of Elements (SPU) material which is basic material before other complex chemical materials. Misconception analysis was carried out using Rasch analysis from the results of the Three-Tier Multiple Choice Test (TTMCT) instrument. The method used is a quantitative method and expert validation was carried out by eight experts. The study was conducted in 5 schools (public-private). The results of the study showed that students' conceptual understanding was low and several misconceptions were found.
Pengembangan Instrumen Tes Diagnostik Three-Tier Multiple Choice Test (TTMCT) untuk Menganalisis Miskonsepsi Siswa pada Konsep Sifat Keperiodikan Unsur Damayanti, Yosephine Debbie; Priatmoko, Sigit; Susilaningsih, Endang; Nurhayati, Sri
Chemistry in Education Vol 12 No 2 (2023): Terbit bulan Oktober 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chemined.v12i2.67931

Abstract

Penelitian ini bertujuan untuk menganalisis miskonsepsi siswa pada materi sistem periodik unsur terfokus konsep sifat keperiodikan unsur melalui pengembangan instrumen tes diagnostik Three-Tier Multiple Choice Test. Metode penelitian yang digunakan ialah metode R&D dan model yang digunakan dalam penelitian ini ialah model 4D. Subjek dalam penelitian ini ialah siswa kelas X SMA Pangudi Luhur Don Bosko. Hasil penelitian menunjukkan validitas dan reliabilitas pada uji coba skala kecil dan uji coba skala besar berturut-turut, yaitu 0,87; 0,74 dan 0,86; 0,82. Profil pemahaman konsep siswa secara keseluruhan menunjukkan siswa yang termasuk dalam kategori Paham Konsep 44%, Paham Konsep Kurang PD 23% Kurang Paham Konsep 4%, Tidak Paham Konsep 61%, Miskonsepsi Positif 18%, Miskonsepsi Negatif 21%, dan Miskonsepsi Penuh 23%. Siswa dan guru juga memberikan respon yang positif melalui angket tanggapan. Berdasakan hasil penelitian, maka dapat disimpulkan bahwa instrumen tes diagnostik Three-Tier Multiple Choice Test yang dikembangkan layak, valid, reliabel, dan praktis untuk mendiagnosis miskonsepsi siswa pada materi sistem periodik unsur terfokus sifat keperiodikan unsur.
Honing Scientific Logic: Cognitive Intervention Strategies in Scientific Literacy and Numeration for Primary School Children Nancy Susianna; Yosephine Debbie Damayanti; Anggie Siti Perdani; Rinda Angghita Putri; William Xaveriano Waresindo; Elvinda Juita Grace Zai; Bernadus Albertus Salaisek; Theresia Susanti Salolosit
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.13383

Abstract

This community service activity was carried out at MIS Nyalindung, Cisarua, with the aim of improving the scientific literacy and numeracy skills of elementary school students through a literacy- and STEM-based approach. This activity involved 53 students from grades 3 to 6, who were divided into two phases based on grade level. The intervention was carried out through a combination of reading literary and information texts, as well as simple experiments on changes in the states of objects. Evaluation was carried out through pretests and posttests, which showed a significant increase in students' average scores in both phases, with normalized gains of 0.38 and 0.47, respectively. The results of the paired t-test showed a statistically significant increase. In addition to cognitive improvements, this activity also showed a positive impact on the affective aspect, where 85% of students felt more motivated to learn science, and 90% expressed satisfaction with the learning methods used. The questionnaire data showed that most students had visual (43%) and kinesthetic (39%) learning styles, which supports the effectiveness of the multimodal approach in learning. This activity also contributed 450 literacy- and STEM-themed reading books as a form of ongoing support for strengthening literacy culture in schools. The results of observations showed an increase in active participation, the ability to work together, and communication skills of students. The role of teachers as facilitators also contributed to creating a fun and productive learning environment. Overall, this activity demonstrates that the literacy- and STEM-based approach is effective when implemented at the elementary school level and has a positive impact on fostering active, contextual, and sustainable learning.
Development of the TTMCT Instrument and In-Depth Interview Activities to Identify Misconceptions about the Periodic Table Concept YOSEPHINE DEBBIE DAMAYANTI; Endang Susilaningsih; Sigit Priatmoko
Jurnal Inovasi Pendidikan Kimia Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia
Publisher : Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v19i2.2683

Abstract

Misconceptions arise when students hold ideas that conflict with scientifically accepted concepts, and persistent misconceptions can reduce learning outcomes and weaken conceptual understanding. This study analyzed students’ misconceptions about the Periodic System of Elements through the development of a Three-Tier Multiple Choice Test (TTMCT) and supporting in-depth interview activities. A quantitative design was applied. Data were collected through observation, diagnostic testing, interviews, questionnaires, and documentation. Content validation involved eight experts (chemistry lecturers and chemistry teachers) and was followed by a small-scale trial to evaluate item clarity and practicality. The main study was conducted in five public and private schools and involved 250 Grade X students. TTMCT results indicated that a substantial proportion of students demonstrated misconceptions, distributed across seven distinct misconception profiles revealed by the combination of answer choice, reasoning selection, and Certainty of Response Index patterns. Interview findings helped confirm the diagnostic classifications and clarified typical reasoning used by students. Overall, the developed TTMCT instrument, complemented by in-depth interviews, proved effective for identifying and mapping misconceptions on periodic table concepts, providing diagnostic information that can guide targeted instructional remediation. Such mapping supports teachers in prioritizing concepts that require reteaching.
A New Paradigm for Learning Chemistry: A Virtual-Contextual Experimental Model for Students with Numeration Deficit Yosephine Debbie Damayanti; Rinda Anggita Putri
Jurnal Inovasi Pendidikan Kimia Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia
Publisher : Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v19i2.22988

Abstract

This study aimed to examine the effectiveness of a visual–numeracy learning approach in improving chemistry education students’ understanding of atomic structure and electron configuration. A quasi-experimental method with a pretest–posttest design was employed. The participants consisted of 42 first-semester students enrolled at a state university. The visual–numeracy approach was implemented through the integration of orbital diagrams, three-dimensional atomic models, infographics, and interactive numerical exercises designed to support conceptual and analytical reasoning. The results demonstrated a substantial improvement in students’ learning outcomes, as reflected in the increase in the mean score from 48.7 on the pretest to 84.2 on the posttest. In addition to quantitative gains, students showed enhanced analytical abilities, particularly in explaining anomalous electron configurations in transition elements and in relating electron configurations to periodic trends and physicochemical properties of elements. Student engagement and active participation in discussions and learning tasks also increased markedly, rising from 36% to 85%. These findings indicate that the visual–numeracy approach positively influences not only cognitive learning outcomes but also affective and psychomotor aspects of student learning. By enabling students to visualize abstract concepts and apply numerical reasoning simultaneously, this approach fosters deeper conceptual understanding and more meaningful learning experiences. Therefore, the visual–numeracy approach is highly suitable for broader integration into introductory chemistry courses, especially for topics that require strong spatial visualization and logical–mathematical reasoning
METAMORFOSIS KOGNITIF: MENGOPTIMALKAN PEMAHAMAN KIMIA MELALUI METODE NUMERASI-VISUAL TERINTEGRASI UNTUK MAHASISWA 3T Yosephine Debbie Damayanti; Andre Patanda
Jurnal Media Informatika Vol. 6 No. 6 (2025): Edisi Desember 2025
Publisher : Lembaga Dongan Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55338/jumin.v6i6.7630

Abstract

This study examines the effectiveness of the numeracy-visual integrative learning method in improving students' understanding of chemical equilibrium. The subjects of the study consisted of 42 students from Lanny Jaya and Nduga, Papua. A quasi-experimental method with pre-test and post-test was used to measure the increase in understanding. The results showed a significant increase from an average pre-test score of 45.2 to 78.6 on the post-test (t(41) = 12.35, p < 0.001). Students' responses to this method were positive, with an average score of 4.3 out of 5 based on a Likert scale questionnaire. Some of the obstacles faced were limited access to technology and initial difficulties in understanding graphs. Overall, this method is effective in improving understanding of the concept of chemical equilibrium and can be applied in areas with limited learning resources.
Co-Authors Andre Patanda Anggie Siti Perdani Aryono Adhi, Aryono Bernadus Albertus Salaisek Dewi, Siti Herlina Dian Sri Asmorowati Elvinda Juita Grace Zai Endang Susilaningsih Endang Susilaningsih Harjito - Harjono Harjono Kasmui -, Kasmui Melania Eva Wulanningtyas Mubarak, Dinda Halimah Agrifani Murbangun Nuswowati Nancy Susianna Norma Eralita Pujiastuti, Rr. S.E Rinda Angghita Putri Rinda Anggita Putri Rohmah, Rojaa Maysa Rr. Sri Endang Pujiastuti Sigit Priatmoko Sigit Priatmoko Sri Kadarwati Sri Nurhayati Sudarmin Sudarmin Sudarmin Sudarmin Susatya, Eko Budi Theresia Susanti Salolosit William Xaveriano Waresindo