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All Journal Chemica: Jurnal Ilmiah Kimia dan Pendidikan Kimia Jurnal Penelitian Pendidikan IPA (JPPIPA) Dalton : Jurnal Pendidikan Kimia dan Ilmu Kimia JURNAL PENDIDIKAN MIPA Abdimas Toddopuli: Jurnal Pengabdian Pada Masyarakat Hydrogen: Jurnal Kependidikan Kimia Jurnal Ilmiah Wahana Pendidikan Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Chemistry Education Review Seminar Nasional Pengabdian Kepada Masyarakat INOVASI: Jurnal Hasil Pengabdian Masyarakat Entalpi Pendidikan Kimia Jurnal Inovasi Pengabdian dan Pemberdayaan Masyarakat Asian Journal of Applied Education Vokatek : Jurnal Pengabdian Masyarakat Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Ininnawa: Jurnal Pengabdian Masyarakat Chemedu: Jurnal Ilmiah Pendidikan Kimia Paramacitra : Jurnal Pengabdian Masyarakat Abdi Kimia : Jurnal Pengabdian Masyarakat SMART: Jurnal Pengabdian Kepada Masyarakat Mammiri: Jurnal Pengabdian Masyarakat Bioteach : Biology and Biology Education Journal
Ruslan, Zuhrah Adminira
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Penguatan Kompetensi Guru Kimia melalui Implementasi Pembelajaran Kimia Hijau Berbasis Lesson Study Army Auliah; Vika Puji Cahyani; Zuhrah Adminira Ruslan; Ayu Ashari; Dewiyanti Fadly
Abdimas Toddopuli: Jurnal Pengabdian Pada Masyarakat Vol. 7 No. 2 (2026): Volume 7, No 2, Juni 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/8jae7041

Abstract

Kegiatan pengabdian kepada masyarakat ini dilatarbelakangi oleh masih terbatasnya kemampuan guru kimia dalam mengintegrasikan prinsip Kimia Hijau serta rendahnya praktik kolaboratif dalam pembelajaran. Tujuan kegiatan ini adalah meningkatkan pemahaman dan kompetensi guru MGMP Kimia SMA Kabupaten Takalar dalam merancang dan mengimplementasikan pembelajaran Kimia Hijau berbasis Lesson Study. Metode pelaksanaan meliputi tahap sosialisasi, pelatihan, dan evaluasi dengan pendekatan Lesson Study  (plan–do–see). Evaluasi dilakukan menggunakan angket skala Likert dan pertanyaan terbuka. Hasil kegiatan menunjukkan peningkatan pemahaman guru terhadap konsep Kimia Hijau dan Lesson Study , serta kemampuan merancang pembelajaran yang lebih kontekstual dan kolaboratif. Sebagian besar peserta memberikan respon positif, dengan mayoritas guru memiliki pengalaman mengajar lebih dari 10 tahun dan menunjukkan kesiapan serta komitmen untuk menerapkan pendekatan ini di kelas. Implementasi kegiatan ini memberikan manfaat berupa peningkatan kompetensi profesional, pedagogik, dan kolaboratif guru. Dengan demikian, integrasi Kimia Hijau berbasis Lesson Study  menjadi pendekatan yang efektif untuk meningkatkan kualitas pembelajaran kimia yang relevan dengan isu lingkungan dan berkelanjutan.
The Effect of Ice Breaking and Rewards on Chemistry Students' Learning Outcomes in Basic Chemistry Courses Zuhrah Adminira Ruslan
Asian Journal of Applied Education (AJAE) Vol. 5 No. 2 (2026): April 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i2.16346

Abstract

Chemistry learning in higher education often encounters low student participation and boredom, affecting learning outcomes. This study examines the effect of ice breaking and rewards on student achievement in Basic Chemistry courses. A quantitative quasi-experimental design was applied, with purposive sampling to form experimental and control groups. The intervention, consisting of ice breaking and rewards as motivational reinforcement, was conducted over eight meetings. Data were collected using valid and reliable written tests and analyzed inferentially. Results indicate that the experimental group achieved a higher mean score (79.74) than the control group (73.03), with a significant difference t(33)= 4.854; p < 0.001 and a large effect size (1.41), confirming the effectiveness of the strategy.
Profile of Self-Regulated Learning and Argumentation Skills of Prospective Teacher Students Through Case Method Learning on Child Development Issues Zuhrah Adminira Ruslan; Sugiarti; Muhammad Yunus
Asian Journal of Applied Education (AJAE) Vol. 5 No. 3 (2026): July 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i3.16912

Abstract

Self-Regulated Learning and argumentation skills are important competencies that prospective teacher students must possess to face the demands of 21st-century learning. However, studies that describe these two competencies simultaneously in Case Method-based learning are still limited. This study aims to describe the profile of Self-Regulated Learning, argumentation skills, and learning outcomes of prospective teacher students through Case Method learning on child development issues. The study used a descriptive quantitative approach with 81 students taking the Child Development course in the 2025/2026 academic year using a total sampling technique. Data were collected through questionnaires on Self-Regulated Learning, argumentation skills, and Final Semester Exam (UAS) scores, which were then analyzed using descriptive statistics. The results showed that the majority of students had Self-Regulated Learning in the independent category (90.12%), argumentation skills in the high category (64.20%), and learning outcomes in the good category (61.73%). The results showed that Case Method learning was able to facilitate the development of Self-Regulated Learning, argumentation skills, and student learning outcomes. However, reinforcement through scaffolding, structured reflection, and evidence-based argumentation exercises is still needed to improve higher-order argumentation skills and encourage more students to reach the highest category.
Pengaruh Ice breaking dan Reward terhadap Hasil Belajar Mahasiswa Kimia pada Mata Kuliah Kimia Dasar Zuhrah Adminira Ruslan
Entalpi Pendidikan Kimia Vol 7 No 2 (2026)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/epk.v7i2.604

Abstract

Chemistry learning in higher education often faces obstacles such as low student participation and boredom, which impact learning outcomes. This study aims to analyze the effect of the implementation of icebreaking and rewards on the learning outcomes of chemistry students in the Basic Chemistry course. The study used a quantitative method with a quasi-experimental design. The research sample was students of the Chemistry Education Study Program selected through purposive sampling and divided into experimental and control groups. Treatment was given for eight meetings in the form of the implementation of ice breaking activities and the provision of rewards as motivational reinforcement. Learning outcome data were obtained through written tests that had been tested for validity and reliability, then analyzed using inferential statistics. The results showed that the average learning outcome score of the experimental group (79.74) was higher than that of the control group (73.30). The independent t-test showed a significant difference with a value of t(33) = 4.854 and p < 0.001, and an effect size of 1.41, which is considered large. These findings indicate that the implementation of ice breaking and rewards significantly improves student learning outcomes. Thus, the integration of these two strategies can be recommended as an innovative learning alternative to create a more interactive, motivational, and effective learning environment to improve student academic achievement.
Pengaruh QuizWhizzer dalam Model Discovery Learning terhadap Minat dan Hasil Belajar Peserta Didik Kelas X SMA Negeri 3 Selayar (Studi pada Materi Tata Nama Senyawa dan Persamaan Reaksi Kimia) Dinda Ainul Avni; Jusniar Jusniar; Zuhrah Adminira Ruslan
ChemEdu Vol 7, No 2 (2026)
Publisher : Jurusan Kimia FMIPA UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/chemedu.v7i2.88483

Abstract

ABSTRAK Penelitian eksperimen semu ini bertujuan untuk mengetahui pengaruh penggunaan QuizWhizzer dalam model Discovery Learning terhadap minat dan hasil belajar peserta didik kelas X SMA Negeri 3 Selayar pada materi tata nama senyawa dan persamaan reaksi kimia. Populasi dalam penelitian ini terdiri dari 4 kelas, yaitu kelas X SMA Negeri 3 Selayar. Pengambilan sampel dalam penelitian ini adalah random dari 4 kelas, sehingga diperoleh kelas X1 sebagai kelas eksperimen dan kelas X3 sebagai kelas kontrol, dengan masing-masing terdiri dari 24 orang. Desain penelitian yang digunakan Posttest-Only Control Group. Instrumen menggunakan angket minat belajar yang terdiri dari 20 item dan tes hasil belajar sejumlah 25 item yang telah divalidasi ahli. Pengujian hipotesis dalam penelitian ini menggunakan uji Mann–Whitney karena data tidak berdistribusi normal. Hasil analisis menunjukkan bahwa nilai Zhitung > Ztabel pada minat belajar yaitu 2,378 > 1,645 dan pada hasil belajar yaitu 2,917 > 1,645. Hasil tersebut menunjukkan bahwa terdapat pengaruh signifikan penggunaan QuizWhizzer dalam model Discovery Learning terhadap minat dan hasil belajar peserta didik kelas X SMA Negeri 3 Selayar pada materi tata nama senyawa dan persamaan reaksi kimia. Dengan demikian, penggunaan QuizWhizzer dalam model Discovery Learning dapat meningkatkan minat dan hasil belajar peserta didik. ABSTRACT This quasi-experimental research aims to determine the effect of using QuizWhizzer within the Discovery Learning model on the learning interest and outcomes of tenth-grade students at SMA Negeri 3 Selayar in the topic of chemical compound nomenclature and reaction equations. The population in this study consisted of 4 classes, namely the tenth grade of SMA Negeri 3 Selayar. Sampling in this study was conducted randomly from the 4 classes, obtaining class \text{X}_1 as the experimental class and class \text{X}_3 as the control class, with each consisting of 24 students. The research design used was a Posttest-Only Control Group. The instruments utilized a learning interest questionnaire consisting of 20 items and a learning outcomes test totaling 25 items that had been expert-validated.The hypothesis was tested using the Mann–Whitney U test because the data were not normally distributed. The results showed that the calculated Z-values were greater than the critical Z-value for both learning interest (2.378 > 1.645) and learning outcomes (2.917 > 1.645). These findings indicate that the use of QuizWhizzer integrated with the Discovery Learning model had a significant effect on students' learning interest and learning outcomes in the topic of chemical nomenclature and chemical equation writing. Therefore, the integration of QuizWhizzer into the Discovery Learning model can effectively enhance students' learning interest and learning outcomes.
ANALISIS KORELASI KEMANDIRIAN BELAJAR, KEMAMPUAN ARGUMENTASI, DAN HASIL BELAJAR MAHASISWA PENDIDIKAN KIMIA Sugiarti Sugiarti; Zuhrah Adminira Ruslan; Muhammad Yunus
Dalton : Jurnal Pendidikan Kimia dan Ilmu Kimia Vol 9 No 2 (2026)
Publisher : Universitas Islam Kalimantan MAB Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/dl.v9i2.24504

Abstract

Kemandirian belajar dan kemampuan argumentasi merupakan keterampilan kunci abad ke-21 yang mendukung keberhasilan akademik mahasiswa kimia. Penelitian ini bertujuan menganalisis korelasi antara kemandirian belajar, kemampuan argumentasi, dan hasil belajar mahasiswa pendidikan kimia. Penelitian menggunakan pendekatan kuantitatif korelasional terhadap 81 mahasiswa mata kuliah Perkembangan Peserta Didik tahun ajaran 2025/2026 dengan teknik total sampling. Data kemandirian belajar dan kemampuan argumentasi diperoleh dari lembar aktivitas partisipatif, sedangkan hasil belajar diukur dari nilai UAS. Analisis data meliputi statistik deskriptif, uji normalitas Shapiro-Wilk, dan korelasi Spearman pada taraf signifikansi 0,05. Hasil menunjukkan korelasi positif signifikan antara kemandirian belajar dengan kemampuan argumentasi (ρ = 0,409; p < 0,001) dan hasil belajar (ρ = 0,226; p = 0,043), sedangkan kemampuan argumentasi tidak berkorelasi signifikan dengan hasil belajar (ρ = 0,198; p = 0,076). Temuan ini menegaskan pentingnya kemandirian belajar dalam mendukung argumentasi dan prestasi akademik.
Profile of Self-Regulated Learning and Argumentation Skills of Prospective Teacher Students Through Case Method Learning on Child Development Issues Sugiarti; Zuhrah Adminira Ruslan; Muhammad Yunus
Asian Journal of Applied Education (AJAE) Vol. 5 No. 3 (2026): July 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i3.16912

Abstract

Self-Regulated Learning and argumentation skills are important competencies that prospective teacher students must possess to face the demands of 21st-century learning. However, studies that describe these two competencies simultaneously in Case Method-based learning are still limited. This study aims to describe the profile of Self-Regulated Learning, argumentation skills, and learning outcomes of prospective teacher students through Case Method learning on child development issues. The study used a descriptive quantitative approach with 81 students taking the Child Development course in the 2025/2026 academic year using a total sampling technique. Data were collected through questionnaires on Self-Regulated Learning, argumentation skills, and Final Semester Exam (UAS) scores, which were then analyzed using descriptive statistics. The results showed that the majority of students had Self-Regulated Learning in the independent category (90.12%), argumentation skills in the high category (64.20%), and learning outcomes in the good category (61.73%). The results showed that Case Method learning was able to facilitate the development of Self-Regulated Learning, argumentation skills, and student learning outcomes. However, reinforcement through scaffolding, structured reflection, and evidence-based argumentation exercises is still needed to improve higher-order argumentation skills and encourage more students to reach the highest category.
PENINGKATAN KOMPETENSI GURU MGMP KIMIA PANGKEP MELALUI PELATIHAN PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS GOOGLE SITES Eda Lolo Allo; Zuhrah Adminira; Sugiarty; Sudding; Andi Tahta Pahlawan
ABDI KIMIA: Jurnal Pengabdian Masyarakat Vol 3 No 2 (2026): Jurnal Edisi Juni
Publisher : Jurusan Kimia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/ggst6e15

Abstract

Kegiatan Pengabdian Masyarakat ini bertujuan untuk meningkatkan kompetensi MGMP Kimia Pangkep dalam mengembangkan media pembelajaran interaktif berbasis Google Sites. Metode yang digunakan adalah pendekatan deskriptif dengan desain pelatihan partisipatif, yang diimplementasikan dalam tiga tahap: persiapan, pelaksanaan, dan evaluasi. Tahap persiapan dilakukan melalui analisis kebutuhan, sedangkan tahap pelaksanaan terdiri dari lokakarya interaktif dan praktik langsung dalam membuat media pembelajaran menggunakan Google Sites. Evaluasi dilakukan menggunakan kuesioner untuk mengukur pemahaman, keterampilan, dan persepsi peserta setelah pelatihan. Hasil kegiatan menunjukkan bahwa pelatihan ini berdampak positif pada peningkatan kompetensi guru. 92% peserta sangat setuju bahwa Google Sites efektif sebagai media pembelajaran dan 92% menyatakan bahwa pelatihan tersebut meningkatkan kreativitas dalam merancang pelajaran. Lebih lanjut, 75% peserta sangat setuju bahwa pelatihan tersebut disesuaikan dengan kebutuhan mereka, dan semua peserta memberikan respons positif terhadap kegiatan PKM. Dengan demikian, kegiatan PKM ini telah terbukti efektif dalam meningkatkan kompetensi guru dan berpotensi mendukung pembelajaran kimia yang lebih interaktif dan inovatif yang memenuhi tuntutan era digital.
Co-Authors . Sulfikar A. Irma Suryani Alqadri, Zulkifli Andi Sadriani Andi Sadriani Andi Tahta Pahlawan Angri Lismayani Army Auliah Arsal, Andi Farida Ayu Ashari Ayu Ashari Bi’aqilah Amaliyah Darma Andayani, Dyah Dewiyanti Fadly Dian Rizky Wulandai Dinda Ainul Avni Eda Lolo Allo Faathir Almur Fitri Nurkhaliza Gusma Harfiana Abbas Hastuti Agussalim Iwan Dini Iwan Dini Jasdar Agus Jurnai, Jusnair Jusniar . Jusniar Jusniar, Jusniar Karimah, Cahaya M. Ahlil Vadel Tila Maryono Maryono Maryono Muh. Akhzan Muh. Yunus Muhammad Syahrul Muhammad Yunus Muhammad Yunus Muliana GH Muliana Gunawan Hamid Munawwarah Munawwarah Munawwarah Munawwarah Munawwarah, Munawwarah Nawi, Mohd Zulfakar Mohd Netti Herawati Nur Alisah Nurfitra Yanto Nurhidayah Jufri Patongai, Dian Dwi Putri Ulan Sari Prasepvianto Estu Broto Putri Nur Sabrini Rismawati Herman Sadriani, Andi Satriani Satriani Sitti Faika Sudding Sugiarti Sugiarti Sugiarti sugiarty Sulfikar Sulfikar Syafirah Ramadhani Taty Sulastry Vika Puji Cahyani Zubair, Sakinah Zulqifli Alqadri Zuraidah Almaydah Ruslan