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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Indonesian Journal Of Educational Research and Review Jurnal Pendidikan MIPA
Simanjuntak, Yanni Irma Waty
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Journal : Jurnal Pendidikan MIPA

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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.
STEM Integrated Problem Based Learning: The Implementation and Roles in Science Learning Simanjuntak, Yanni Irma Waty; Purwaningsih, Dyah
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study aims to explore how the STEM integrated problem based learning model implemented and its role in science learning. Systematic literature review was the method used in this review. The Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) approach was adopted for this review. The search is based on the keyword “problem based learning”, “STEM”, “science learning”, “chemistry learning”, “physics learning”, and “biology learning”. All of 15 research articles reviewed in this paper were collected from well-known databases such as SCOPUS, ERIC, and Google Scholar. According to the review, STEM integrated PBL uses problem-based learning procedures to implement STEM education. STEM components (Science, Technology, Engineering, or Mathematics) are integrated in all five phases of problem-based learning. This review provides evidence that STEM integrated problem based learning can enhance students’ critical thinking, science process skills, science literacy, achievement, problem solving skills, learning interest, learning motivation, and conceptual understanding in science learning. Therefore, science learning problems related to these variables have the potential to be overcome using STEM integrated PBL.        Keywords: problem-based learning, science learning, stem. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp686-700
Co-Authors Dyah Purwaningsih, Sugi Rahayu Pujianto Linda, Desma Menno, Ayu Windy Malisa