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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 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.
Co-Authors . Sulfikar A. Irma Suryani Alqadri, Zulkifli Andi Sadriani Andi Sadriani Angri Lismayani Army Auliah Arsal, Andi Farida Ayu Ashari Ayu Ashari Bi’aqilah Amaliyah Darma Andayani, Dyah Dewiyanti Fadly Dian Rizky Wulandai Faathir Almur Fitri Nurkhaliza Gusma Harfiana Abbas Hastuti Agussalim Iwan Dini Iwan Dini Jasdar Agus Jurnai, Jusnair Jusniar Jusniar, Jusniar Karimah, Cahaya M. Ahlil Vadel Tila Maryono Maryono Maryono Muh. Akhzan Muh. Yunus Muhammad Syahrul 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 Sugiarti Sulfikar Sulfikar Syafirah Ramadhani Taty Sulastry Vika Puji Cahyani Zubair, Sakinah Zulqifli Alqadri Zuraidah Almaydah Ruslan