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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Pendidikan Kimia Indonesia Jurnal Pengajaran MIPA Lantanida Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan Kimia (JPKim) Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya JURNAL EKSAKTA PENDIDIKAN (JEP) COLLASE (Creative of Learning Students Elementary Education) Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Jurnal Abdi Masyarakat Indonesia JSEP (Journal of Science Education and Practice) Jurnal Al Burhan PEDAGOGIC: Indonesian Journal of Science Education and Technology Jurnal Riset dan Praktik Pendidikan Kimia Unnes Science Education Journal
Sri Mulyani
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Developing an Intertextual-Based E-Module on Molecular Geometry to Enhance Students’ Conceptual Mastery and Critical Thinking Skills Hargianti Tri Rahayu; Wiji Wiji; Tuszie Widhiyanti; Sri Mulyani
Jurnal Pendidikan Kimia Indonesia Vol. 9 No. 2 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v9i2.110554

Abstract

This study aimed to design and develop an intertextual e-module on molecular geometry to overcome limitations related to learning resources and instructional time in schools. The development process followed the ADDIE framework up to the development phase. The e-module was constructed using an intertextual approach that connects macroscopic, submicroscopic, and symbolic representations, thereby facilitating students’ conceptual mastery and fostering critical thinking skills. Validation results revealed that the developed module demonstrated excellent validity, with an average Aiken’s V coefficient of 0.994. The characteristics assessment showed that the self-contained, stand-alone, adaptive, pedagogical, multimedia-integrated, and intertextual features each achieved a perfect Aiken’s V score of 1.000. Furthermore, the self-instructional and user-friendly dimensions obtained scores of 0.992 and 0.972, respectively. Expert evaluations also confirmed strong validity across content (0.844), instructional design (0.960), language (0.808), and media (0.910) aspects. Overall, the findings indicate that the e-module is suitable for implementation as a learning resource and has the potential to improve students’ conceptual mastery and critical thinking skills in molecular geometry.
Development of an Intertextual-Based E-Module on Acid–Base Titration Concepts Integrating Science Process Skills Dea Nabilah Putri; Wiji Wiji; Sri Mulyani; Tuszie Widhiyanti
Unnes Science Education Journal Vol. 15 No. 1 (2026): April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i1.41150

Abstract

Students often experience difficulties in understanding chemistry due to their limited ability to connect macroscopic, submicroscopic, and symbolic representations, leading to misconceptions, particularly in acid–base titration. This issue is exacerbated by learning resources that predominantly emphasize symbolic aspects and do not adequately support the integration of multiple representations. To address these challenges, this study developed an intertextual-based e-module that integrates the three levels of chemical representation to support students’ conceptual mastery and Science Process Skills (SPS). This study employed the ADDIE Instructional Model, which consists of five phases: analysis, design, development, implementation, and evaluation. Expert validation involving aspects of chemistry content, pedagogy, language, and media was conducted to assess the feasibility of the e-module. Inter-rater reliability (IRR) percentages were calculated for each aspect, showing high feasibility: content (66.67–100%), pedagogy (100%), language (100%), and media (100%). Feedback from experts was analyzed, and minor revisions were made to improve the quality of the e-module. These results indicate that the intertextual-based e-module is feasible and potentially effective for teaching acid–base titration concepts in high schools. This study contributes to chemistry education by highlighting the integration of intertextual approaches and Science Process Skills within an e-module as a potential way to address students’ difficulties in understanding acid–base titration concepts.
Co-Authors A. Hinduan Aan Komariah Adinda Melinda Ceria Ajie Agustin Wulandari Anastasia Diaz Pramesti Anita Tiarasani Anna Permanasari Aufa Vib Mitsalina Budiman Anwar Chusnur Rahmi Clarysa Satari Dadang Suhardan Dea Nabilah Putri Dian Hasanah Elfi Susanti V. H. Epin Nuraeni L Finny Rahmatania Galuh Yuliani Hargianti Tri Rahayu HERNANI - Hokcu Suhanda Ika Fitri A Iqlima Rahayu Iqlima Rahayu Iqlima Rahayu Ius Rusnati Liliasari , Liliasari Liliasari Linda Aprina M. A. Martoprawiro Maulana Mohammad Fakry Gaffar Monica Prima Sari Muhammad Hizbul Wathon Regina Lichteria Panjaitan Restu Widyana Wisma Rizka Indah Primawati Rosyidah Syafaatur Rohmah Rudina Okvasari Sri Retno Dwi Ariani Suryadi Budi Utomo Tuszie Widhiyanti Tuszie Widhiyanti Vismania S. Damaianti, Vismania S. Wiji Wiji wiji, wiji Yusuf Suryana