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AI Applications in Chemistry Education: Student Engagement, Learning Outcomes, and Practical Insights Dokali, Naziha Al; Aljarmi, Abtisam; Baroud, Najah
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.17475

This study examines the role of artificial intelligence (AI) applications in enhancing chemistry education at the University of Zawia, Libya, with a focus on student engagement and learning outcomes in both theoretical and practical contexts. Despite the increasing adoption of AI tools in higher education, empirical evidence on their effectiveness across instructional domains remains limited. A mixed-methods approach was employed, with quantitative data collected from 88 undergraduate chemistry students using a structured questionnaire and qualitative insights obtained through semi-structured interviews. The results indicated no statistically significant difference between students’ perceptions of AI use in theoretical and practical chemistry learning (ANOVA: F = 1.76, p = 0.186; t-test: t = −1.33, p = 0.186), suggesting that AI is perceived as equally supportive in both domains. In theoretical learning, AI contributed to clarifying complex concepts (26.7%), enhancing motivation (20%), and supporting problem-solving (13.3%). In practical settings, 76% of students reported improved understanding of laboratory procedures, 98% emphasized reduced chemical waste or resource limitations, and 13.4% indicated the use of virtual experiments. Additionally, 87% of students reported improved academic performance, 57% noted compensation for missed or weak lectures, and 88% supported the formal integration of AI into chemistry curricula. Qualitative findings showed that effective AI use increased with academic level, underscoring the importance of early and structured training. The study concludes that systematic integration of AI tools into chemistry curricula, supported by targeted workshops and guided instructional use, can enhance conceptual understanding, laboratory competence, and overall academic performance.

AI Applications in Chemistry Education: Student Engagement, Learning Outcomes, and Practical Insights Dokali, Naziha Al; Aljarmi, Abtisam; Baroud, Najah
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.17475

This study examines the role of artificial intelligence (AI) applications in enhancing chemistry education at the University of Zawia, Libya, with a focus on student engagement and learning outcomes in both theoretical and practical contexts. Despite the increasing adoption of AI tools in higher education, empirical evidence on their effectiveness across instructional domains remains limited. A mixed-methods approach was employed, with quantitative data collected from 88 undergraduate chemistry students using a structured questionnaire and qualitative insights obtained through semi-structured interviews. The results indicated no statistically significant difference between students’ perceptions of AI use in theoretical and practical chemistry learning (ANOVA: F = 1.76, p = 0.186; t-test: t = −1.33, p = 0.186), suggesting that AI is perceived as equally supportive in both domains. In theoretical learning, AI contributed to clarifying complex concepts (26.7%), enhancing motivation (20%), and supporting problem-solving (13.3%). In practical settings, 76% of students reported improved understanding of laboratory procedures, 98% emphasized reduced chemical waste or resource limitations, and 13.4% indicated the use of virtual experiments. Additionally, 87% of students reported improved academic performance, 57% noted compensation for missed or weak lectures, and 88% supported the formal integration of AI into chemistry curricula. Qualitative findings showed that effective AI use increased with academic level, underscoring the importance of early and structured training. The study concludes that systematic integration of AI tools into chemistry curricula, supported by targeted workshops and guided instructional use, can enhance conceptual understanding, laboratory competence, and overall academic performance.

Advancing Sustainable Development Goals through Islamic Education: A Mixed-Methods Study among Scientific Disciplines at the University of Zawia Abdullaha, Lubnah; Baroud, Najah; Alsaeh, Fatima; kasheem, Amaal; Alouzi, Khuloud; Shalghoum, Najimudin; Abdullah, Mahmoud; Husna Nashihin
Amorti: Jurnal Studi Islam Interdisipliner Vol. 5 No. 1 Januari 2026: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v5i1.589

This study examines the role of the Islamic Education as a required course in developing awareness, understanding, and behavioral intentions related to Sustainable Development among students in scientific disciplines at the University of Zawia, Libya. Although sustainability has become as a national priority in Libya and North Africa in general, higher education institutions often struggle to embed sustainability principles within curricula, especially in non-specialized general courses. Using a mixed-methods design, the study collected quantitative data from 250 students in mathematics, biology, chemistry, computer science, and physics, supported by qualitative interviews with ten lecturers teaching the Islamic Education course. Descriptive analysis of the questionnaire responses showed moderate to high levels of sustainability awareness, with the course contributing significantly to students’ ethical understanding of environmental and social responsibilities rooted in Islamic concepts. Students also evaluated the course's teaching methods positively, although they expressed their need for more applied, modern and interdisciplinary approaches. The findings further demonstrated that the course positively influenced students’ attitudes and behavioral intentions toward adopting sustainable practices in their personal and future professional careers. Thematic analysis of lecturer interviews supported these results, highlighting pedagogical strategies, challenges, and opportunities for strengthening sustainability integration. The study concludes that the Islamic Education course serves as a valuable ethical and intellectual framework for promoting sustainability among scientific majors in Libyan higher education. Recommendations include curriculum enhancement, interdisciplinary collaboration, and the development of institutional regulations to support sustainability initiatives.

Scientific Reconstruction of Local Wisdom for Contextual Chemistry Education: An Ethnographic Study on Peuyeum Ketan, Jamasan Keris, and Traditional Roof Tiles Anugrah, Indah Rizki; Nurjannah, Laita; Maulidiningsih, Maulidiningsih; Baroud, Najah
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 8, No 1 (2026): January 2026
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v8i1.7670

This study integrates local wisdom as a basis for developing contextual chemistry education in the Ciayumajakuning region, Indonesia. Using the Model of Educational Reconstruction (MER) as its theoretical framework and an ethnographic approach to deeply explore cultural values, the research aims to identify potential local wisdom practices and map the scientific structure embedded within them. Through surveys, direct observations, interviews, and literature reviews, three local wisdom contexts—peuyeum ketan, jamasan keris, and the production of traditional Majalengka roof tiles—were identified and analyzed. The findings reveal that each context encompasses fundamental chemical concepts such as fermentation reactions, redox processes, thermochemistry, kinetics, and atomic and mineral structure. In-depth analysis uncovers a close interrelationship between cultural practices and chemical principles, thereby opening opportunities for the development of teaching materials and instructional models that are not only scientifically accurate but also culturally relevant. These results are expected to enhance students' interest in and understanding of chemistry through a meaningful contextual approach.

Environmental Legal Protection Regulation through a Judicial Process Based on Legal Certainty and Anti-SLAPP Principles Istislam; Rif’an, Moch.; Kasanah, Nilam Ayu; Tinambunan, Hezron Sabar Rotua; Baroud, Najah
Jurnal Suara Hukum Vol. 8 No. 1 (2026): Jurnal Suara Hukum
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Indonesia, endowed with abundant natural resources, continues to face persistent environmental challenges, including pollution, land degradation, and the depletion of ecological assets. Although the legal framework, primarily Law Number 32 of 2009 on Environmental Protection and Management (UUPPLH) and its amendment under Law Number 32 of 2024, provides a normative basis for environmental governance, environmental defenders who advocate for ecological protection remain vulnerable to criminalization through Strategic Lawsuits Against Public Participation (SLAPP). This phenomenon persists despite the existence of statutory safeguards within UUPPLH, indicating the absence of a clear, coherent, and enforceable Anti-SLAPP framework in Indonesia’s positive law and reflecting insufficient governmental commitment to preventing the misuse of legal instruments to silence public participation. This study employs a normative legal research method to analyze the norms, principles, and values that underlie the protection of environmental defenders, examine the conceptual construction of Anti-SLAPP principles, and identify systemic weaknesses that allow judicial practices inconsistent with those principles to occur. The findings demonstrate an urgent need to establish adaptive and binding legal regulations through more humanistic mechanisms, along with comprehensive policy reforms within law enforcement, to ensure practical, responsive, and rights-based protection that strengthens environmental justice and democratic participation.

Pre-Service Chemistry Teachers Practicum Experiences in Libya: Challenges, Support Needs, and Supervisors Perspectives Alrwesse, Rania; Aljarmi, Abtisam; Baroud, Najah
Jurnal Pijar MIPA Vol. 21 No. 3 (2026): in Progress
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v21i3.11656

Teaching practicum is an important stage in chemistry teacher education because pre-service teachers need to apply what they have learned at the university in real classrooms while facing real constraints such as time, classroom control, safety issues, and limited school resources. This study explores practicum experiences of final-year pre-service chemistry teachers in Libya, focusing on the main challenges they face and the support they need across different school contexts. A convergent mixed-methods design was used, combining a questionnaire with semi-structured interviews to compare students’ and supervisors’ views. Questionnaire data were collected from 60 final-year female pre-service chemistry teachers from the Chemistry Department, Faculty of Education, University of Zawia, who were placed in 9 practicum schools (urban: n = 42; non-urban: n = 18). At the same time, nine practicum supervisors were interviewed to identify recurring difficulties and potential improvements in the practicum program. The survey showed high pressure related to classroom management and limited lesson time, difficulty in teaching abstract chemistry concepts and linking macroscopic, symbolic, and particle-level explanations, and frequent student misconceptions with lower confidence in assessing understanding. Students also reported limited lab access and school resources, and not enough satisfaction with university supervision feedback. The supervisors’ interviews supported these results, pointing to clear time-loss points during lessons, crowded classes that make safety harder, and a common move to demonstration or theory-based lessons when resources are limited. Overall, the findings suggest the need for a stronger support system in practicum, including clearer mentoring, regular observation and feedback, chemistry-focused teaching resources, simple diagnostic assessment tools, and low-cost, safe lab alternatives. This study provides evidence from Libya and gives practical suggestions to improve chemistry teacher preparation and school–university cooperation.

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