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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Innovation in Educational and Cultural Research Majalah Kesehatan Indonesia Indonesian Journal Of Educational Research and Review Jurnal Pendidikan MIPA
Ayu Windy Malisa Menno
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Health Professions Materials Science & Nanotechnology Medicine & Pharmacology Nursing Physics Public Health

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 1 
Overcoming Self-Efficacy Challenges in Teachers and Prospective Teachers: Key Factors and Solutions Menno, Ayu Windy Malisa; Simanjuntak, Yanni Irma Waty; Linda, Desma
Indonesian Journal of Educational Research and Review Vol. 7 No. 2 (2024): July 2024
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v7i2.77806

Abstract

Self-efficacy relates to teachers' belief in their ability to carry out successful instruction and influences teachers to carry out their roles in learning. This literature review aims to explore the factors that influence teachers' and prospective teachers' self-efficacy, explore the challenges faced, and present solutions that may assist in enhancing self-efficacy. The method used is a literature review which includes planning, conducting, and reporting stages. 31 articles were used in this literature review obtained by searching and collecting in Scopus, Google Scholar, and ERIC databases, and through screening and selection based on inclusion criteria. Based on the results of the literature review, the factors that influence and pose challenges to the self-efficacy of teachers and prospective teachers are factors of practice and mastery of competencies, factors of differences in environment, culture, and student needs, factors of school organizational conditions and learning environments, and factors of pressure experienced by teachers and prospective teachers. The solutions to the self-efficacy challenges found include the implementation of education, training, and development programs, a good and collaborative school organization and environment, induction and mentoring programs, and attention to teacher welfare, counseling, and stress management. Collaboration between the government, educational institutions, schools, and communities is needed to develop the self-efficacy of teachers and prospective teachers and enhance the quality of education through supportive policies, a comprehensive curriculum, and a conducive learning environment.
The Role of Chemistry Learning Multimedia in Enhancing Students' Cognitive Abilities and Learning Interest Ayu Windy Malisa Menno; A. K. Prodjosantoso
Journal of Innovation in Educational and Cultural Research Vol 6, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i2.1812

Abstract

Chemistry learning faces challenges related to students' cognitive abilities and interest in learning. One approach to address these issues is the use of multimedia in education. This study aims to analyze the role of multimedia in enhancing students' cognitive abilities and interest in learning chemistry through a systematic literature review. The review followed three stages: planning, conducting, and reporting. Data was collected from Scopus, Google Scholar, and ERIC databases, yielding 20 articles for analysis. The findings were categorized into three themes: the role of multimedia in enhancing cognitive abilities, its impact on student interest, and its integration into chemistry education. The results indicate multimedia can significantly enhance students' cognitive skills and interest in chemistry. Furthermore, various teaching approaches, such as problem-based learning, game-based learning, inquiry-based learning, cooperative TPS, and flipped classrooms, can optimize the effectiveness of multimedia in chemistry learning. This study contributes to understanding how multimedia can enhance chemistry education.
Overcoming The Challenges of Students’ Self-Efficacy: A Review That Leads to Solutions in Chemistry Learning Simanjuntak, Yanni Irma Waty; Linda, Desma; Menno, Ayu Windy Malisa
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp512-526

Abstract

Self-efficacy is essential in the process of achieving learning goals. Individuals with higher self-efficacy tend to choose to work on difficult and challenging tasks. This study aims to explore the solutions for students’ self-efficacy challenges in chemistry learning. This study used a systematic literature review method. The Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) approach was adopted for this review. The search was based on the keywords “self-efficacy”, “students”, “challenges”, “solutions”, and “chemistry learning” which resulted in articles using alternative terms to describe self-efficacy and specific interventions. A total of 13 research articles reviewed in this article were collected from databases such as SCOPUS, ERIC, and Google Scholar. The thematic analysis procedure was used to determine emerging themes. The six steps of thematic analysis are as follows: familiarization with the data, initial coding, search for topics, evaluation of themes, representation of themes and interpretation of results. The results of the review showed that there are several interventions that can improve students' self-efficacy in chemistry learning, including the use of game-based learning media, virtual learning media, and the application of certain models, strategies, and approaches such as problem-based learning (PBL), PBL-STEM, process oriented guided inquiry learning (POGIL), inquiry-based learning (IBL), SSI integration, metacognitive strategies, the implementation of efficacy-enhancing teaching, and also the use of core idea maps. Therefore, collaboration between educational institutions, schools and teachers is required in the implementation of this intervention. This collaboration will ensure a supportive environment, both inside and outside the classroom so that it has the potential to overcome students' self-efficacy challenges in chemistry learning.        Keywords: chemistry, learning, self-efficacy, solutions.
Analysis of Problems in Learners' Collaboration Ability towards Chemistry Learning: Systematic Literature Review Desma Linda; Ayu Windy Malisa Menno; Yanni Irma Waty Simanjuntak
Jurnal Penelitian Pendidikan IPA Vol 10 No 11 (2024): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i11.7326

Abstract

Collaboration skills involving active participation, flexibility, responsibility, and appreciation are very important in chemistry learning, especially since chemistry contains abstract and complex concepts that are often difficult for students to understand. This research aims to describe the literature review on student collaboration skills in the context of chemistry learning. The method used in this research is Systematic Literature Review (SLR), with articles taken from the Scopus database and supported by Publish or Perish (PoP) in the range of 2013-2023. This research focuses on problems and solutions related to student collaboration skills, especially in the context of chemistry learning. The results showed that the difficulties faced by students in understanding chemistry materials can lead to low student collaboration skills. The problems of students' collaboration skills include the lack of teachers' ability to choose the right learning model/approach/method as well as physical limitations (practicum experience, limited access to materials and equipment), and lack of interactivity in chemistry lessons causing low student collaboration. Therefore, appropriate strategies, approaches, and learning models as well as supporting infrastructure are needed in learning chemistry. One of the appropriate learning models/approaches to improve student collaboration is Discovery Learning, and cooperative learning models of TGT, PBL, and PjBL types. In addition, this also needs to be supported by interesting teaching materials in order to help improve students' collaboration skills in learning.
Dietary Exposure to Harmful Chemicals and Health Outcomes in Children: A Systematic Review Delto Tanesab; Ayu Windy Malisa Menno
Majalah Kesehatan Indonesia Vol. 7 No. 4 (2026)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/makein.2026353

Abstract

Children may be exposed to hazardous chemicals through contaminated foods or chemicals introduced during food production, processing, storage, and packaging. However, evidence on dietary chemical exposure and child health remains fragmented. This systematic review synthesized evidence on food-related chemical exposure and health outcomes in children. PubMed and Scopus were searched for primary studies published between 2016 and 2026. Eligible studies included children or adolescents younger than 18 years, assessed dietary or food-related chemical exposure, and reported health outcomes or biological responses. Studies were excluded if they lacked relevant outcomes, focused on non-dietary exposure, included adults only, or investigated microbial contaminants. Of 838 records identified, 23 studies met the eligibility criteria. These examined endocrine-disrupting chemicals and plasticizers, mycotoxins, metals and metalloids, fluoride, melamine, processing-related contaminants, natural plant toxins, and chemical mixtures. Seventeen studies reported direct health outcomes, and six reported intermediate biological responses. Associations involved growth, neurodevelopment, cognitive and pubertal development, cardiometabolic risk, dental outcomes, renal and oxidative stress biomarkers, immune and microbiome responses, respiratory and allergic outcomes, and clinical toxicity. The strength and consistency of associations varied across chemical-outcome relationships. Overall, substantial heterogeneity, methodological limitations, and limited evidence for several chemical-outcome pairs constrain causal interpretation.
Co-Authors A. K. Prodjosantoso Delto Tanesab Desma Linda Linda, Desma Simanjuntak, Yanni Irma Waty Yanni Irma Waty Simanjuntak