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All Journal Jurnal Pendidikan Kimia Undiksha Journal of Multidisciplinary Science: MIKAILALSYS
Erviyenni
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Agriculture, Biological Sciences & Forestry Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Physics Social Sciences Other

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Uji Kelayakan E-Modul Asam Basa Berbasis SSI (Socio-Scientific Issues) Berbantuan Flip PDF Professional Firanti, Feyges Frilla; Erviyenni; Erna, Maria
Jurnal Pendidikan Kimia Undiksha Vol. 8 No. 1 (2024)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v8i1.70540

Abstract

Modul elektronik asam basa berbasis SSI telah dikembangkan sebagai alternatif bahan ajar mandiri yang dibutuhkan pada pembelajaran kimia di abad 21. Penelitian ini bertujuan untuk menghasilkan e-modul berbasis SSI (Socio-Scientific Issues) berbantuan Flip PDF Professional pada materi asam basa kelas XI  SMA/MA sederajat yang layak digunakan serta untuk mengetahui respon pengguna terhadap E-modul. Jenis penelitian yang digunakan dalam pengembangan E-modul ini adalah penelitian Research and Development dengan model pengembangan 4-D. Instrumen yang digunakan pada penelitian ini berupa lembar validasi dan angket respon pengguna. Uji kelayakan E-modul dilakukan di dua SMA di Pekanbaru dengan melibatkan 3 orang validator, 2 orang guru kimia dan 20 peserta didik. Hasil penelitian menunjukkan bahwa E-modul asam basa berbasis SSI telah dinyatakan valid oleh validator ahli materi dan media berdasarkan kelayakan isi dan karakteristik SSI, penyajian, tata bahasa, tampilan dan pemanfaatan software. Dari hasil penelitian dapat disimpulkan bahwa modul yang dikembangkan memiliki kriteria sangat baik sehingga layak untuk digunakan dalam proses pembelajaran kimia di kelas XI dengan skor masing-masing 91,98% oleh guru dan 83,79% oleh peserta didik.
Development of an E-Module Based on the Scientific Approach for Acid-Base Topics Using Canva for Grade XI Ananda, Tia Dwi; Rasmiwetti; Erviyenni
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.12125

Abstract

Chemistry learning on acid–base topics remains challenging because instructional materials are often dominated by textbooks and conventional modules that provide limited interactivity, flexibility, and support for independent learning. This study aimed to develop a scientific-approach-based e-module for acid–base chemistry using Canva and to evaluate its validity and user responses. The study employed a Research and Development (R&D) design using a modified 4-D model comprising the define, design, and develop stages. Conducted from October 2025 to June 2026 at the Chemistry Education Study Program, Universitas Riau, with product trials at SMA Negeri 5 Pekanbaru and SMA Negeri 9 Pekanbaru, the study involved two material experts, one media expert, two chemistry teachers, three students in a one-to-one trial, and 20 students in a small-group trial. Data were collected through interviews, validation questionnaires, user-response questionnaires, and documentation and were analyzed using descriptive quantitative and qualitative techniques. The findings showed that the e-module achieved a material validation score of 96.37% and a media validation score of 100%, both categorized as valid. Teacher and student responses reached 96.65% and 90.69%, respectively, both categorized as very good. These findings indicate that the developed e-module is valid and practical as an independent learning resource for acid–base chemistry. The study contributes a scientific-approach-based digital teaching resource that can support more active, interactive, and flexible chemistry learning. However, broader effectiveness testing is required to determine its impact on learning outcomes across larger populations.
Implementation of the Prediction, Observation, Explanation, Elaboration, Write, Evaluation (POE2WE) Learning Model to Improve Students' Critical Thinking Skills on the Topic of Salt Hydrolysis Manesa, Viola Dila; Erviyenni; Futra, Dedi
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.12164

Abstract

Students’ persistently low critical thinking skills in chemistry are particularly consequential for salt hydrolysis, which requires conceptual analysis, scientific reasoning, and logical problem-solving. This study examined the effectiveness of the Prediction, Observation, Explanation, Elaboration, Write, and Evaluation (POE2WE) learning model in improving Grade XI students’ critical thinking skills at SMAN 1 Koto Kampar Hulu. An experimental method with a randomized control group pretest–posttest design was employed. The sample comprised 60 students: 30 students from Class XI.3 as the experimental group and 30 from Class XI.4 as the control group. The experimental group received instruction through the POE2WE model, whereas the control group was taught using a deep learning approach. Data were collected using pretest and posttest measures of critical thinking skills and analyzed through normality and homogeneity tests, gain analysis, and a t-test. The experimental group achieved a higher mean score improvement than the control group (44.17 vs. 37.67). The t-test yielded a calculated value of 2.564, exceeding the critical value of 2.001 at α = .05. Moreover, the experimental group obtained an N-gain of 0.82, categorized as high, whereas the control group achieved an N-gain of 0.61, categorized as moderate. These findings demonstrate that the POE2WE model effectively improves students’ critical thinking skills in learning salt hydrolysis. The improvement was supported by students’ active engagement throughout the predicting, observing, explaining, elaborating, writing, and evaluating stages. This study provides empirical support for adopting POE2WE as an instructional model to strengthen critical thinking in chemistry education.
Co-Authors Ananda, Tia Dwi Dedi Futra Firanti, Feyges Frilla Manesa, Viola Dila Maria Erna Kustyawati Rasmiwetti