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All Journal EduChemia: Jurnal Kimia dan Pendidikan Journal of Educational Technology and Instruction
Widiastuti, Nabila Lailil
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Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology

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A Systematic Literature Review of Mobile Learning Applications in Environmental Education from 2011-2021 Widiastuti, Nabila Lailil
Journal of Educational Technology and Instruction Vol. 1 No. 1 (2022): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70290/jeti.v1i1.5

Abstract

This systematic literature review aims to capture the trends in the use of mobile learning in environmental education from the Springer database. As inclusion criteria, all article journals should be written in English and published between January 2011 and September 2021. The categories to be analyzed were the distribution of annual publications, the number of publications by journal, the number of authors, research methods, the use of the terms mobile learning or environmental education in the title, and the most productive countries. A total of 378 research articles published in the last decade on mobile learning showed a gradual increase over the last ten years. The most published articles about mobile learning are in 2020. In addition, the most commonly used research method is research and development, the most frequently published articles in this field have 3 authors, the most productive journal is Education and Information Technologies, and the most productive country is the US.
Identifying Students’ Understanding Levels and Sources of Misconceptions in Acid–Base Concepts Through a Five-Tier Diagnostic Test Sari, Sandi Danar Cynthia; Ardi, Triyanto; Parameswary, Clara Shabrina; Widiastuti, Nabila Lailil
EduChemia: Jurnal Kimia dan Pendidikan Vol 10, No 1 (2025)
Publisher : Department of Chemistr Education Faculty of Teacher Training and Education Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/educhemia.v10i1.35563

Abstract

Identifying misconceptions experienced by students is an important step in understanding learning difficulties and designing more effective learning strategies. This study aims to analyze the level of understanding, misconceptions, and learning sources that cause students' misconceptions on acid-base material through the use of the Five-Tier Diagnostic Test. The results of the study show that 32.06% of students are in the sound understanding category, 25.44% in the partial understanding category, 7.21% have misconceptions, and 4.41% are in the not understanding category. The majority of students have understood the basic concepts of acids and bases, but many have only achieved partial understanding, which indicates partial comprehension without proper reasoning. Additionally, the analysis of the fifth tier, which identified the sources of misconceptions, revealed that 75.98% of misconceptions originated from personal thoughts, 14.95% from the internet, 9.06% from books, while teachers and other sources did not contribute (0.00%). The highest misconceptions were found in the subconcepts of pH and pOH, influenced by personal thoughts and daily experiences that do not align with scientific concepts. These findings confirm the effectiveness of the Five-Tier Diagnostic Test in revealing the details of students' understanding as well as the sources of misconceptions. Therefore, teachers need to utilize this instrument to design more targeted conceptual change-based learning strategies to reduce misconceptions in acid-base material.
Co-Authors Ardi, Triyanto Parameswary, Clara Shabrina Sari, Sandi Danar Cynthia