Article Per Year (5 Year)
p-Index From 2021 - 2026
0.983
P-Index
This Author published in this journals
All Journal Journal of Educational Chemistry (JEC) SEMESTA: Journal of Science Education and Teaching TOFEDU: The Future of Education Journal Edubiotik : Jurnal Pendidikan, Biologi dan Terapan
Sazaliana, Ade
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Didactical Design Based on Sharing and Jumping Tasks on Reaction Rate Law Sazaliana, Ade; Hendayana, Sumar; Supriatna, Asep; Nofri Yuhelman
JEC Vol. 6 No. 2 (2024)
Publisher : Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/journalofeducationalchemistry(jec).2024.6.2.23319

Abstract

In improving the quality of learning, it is necessary to develop a learning design that can facilitate the characteristics of students. The didactical design can facilitate the characteristics of students through sharing and jumping tasks. Sharing task is used to facilitate slow learner while jumping task is used to facilitate fast learner. Jumping task is not only beneficial for students with high academic ability, but also provides benefits for students with low academic ability. The purpose of this study is to develop the didactical design based on sharing and jumping tasks to enhance learning quality on the topic of reaction rate low. The research method used is didactical design research (DDR). Didactical design consisted of three steps i.e. (a) analysis of didactical situation before learning (prospective), (b) analysis of didactical situation during learning (metapedadidactical), and (c) analysis of didactical situation after learning (retrospective). The data was collected by test, observation, interview, documentation and recording (audio and video). The result showed that the didactical design on the topic of reaction was valid 
Innovative Acid-Base Learning Based On Augmented Reality: A Literature Review on Its Effectiveness in Enhancing Student Learning Outcomes Yuhelman, Nofri; Rivaldo , Ifan; Burhan, Kristian; Sazaliana, Ade
The Future of Education Journal Vol 4 No 5 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i5.849

Abstract

The integration of Augmented Reality (AR) into chemistry learning, particularly in acid-base topics, has emerged as a promising innovation to enhance student engagement and understanding. This literature review aims to analyze the effectiveness of AR-based learning in improving student learning outcomes on acid-base material. The study employs a systematic review method by collecting, screening, and analyzing articles published between 2018–2024 from indexed databases such as Scopus, Springer, and Google Scholar. A total of 25 relevant articles were identified and analyzed thematically to assess the impact of AR on cognitive achievement, conceptual understanding, and student motivation. The findings reveal that AR technology not only improves students' conceptual mastery but also reduces misconceptions and supports interactive, immersive learning experiences. Furthermore, AR enhances the visualization of microscopic and abstract acid-base phenomena, which are typically difficult for students to comprehend through conventional instruction. The review concludes that AR is a pedagogical innovation with significant potential to transform acid-base chemistry instruction. Further empirical studies are recommended to explore long-term impacts and classroom integration strategies.
Climate change awareness (knowledge and perception): Comparative study between natural science and social science students Harahap, Yulia Fitri; Tyas, Intan Lestari Mulyaning; Sazaliana, Ade
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 10 No. 01 (2025): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v10i01.1385

Abstract

Climate change represents a critical and pressing global challenge that demands immediate attention. To effectively mitigate the impacts of climate change, it is essential to implement comprehensive educational programs that raise awareness, foster understanding, and equip individuals and communities with the knowledge and skills necessary to combat its effects. Climate change has been integrated into the curriculum in Indonesia across natural science and social science subjects. It is important to analyze the differences between these two subjects on climate change knowledge and perception. This study aims to compare students' knowledge and perceptions of climate change in natural science and social science students due to a gap in subject content. Furthermore, this study also examines the extent to which the level of knowledge affects students' perceptions of climate change. A questionnaire as a survey method about students’ knowledge and perceptions of climate change and its impacts was given to 150 students of natural science and social science students in MAN 2 Padang Sidempuan. The results indicated there is no statistically significant difference between natural and social students in terms of climate change knowledge and perceptions (sig. > 0.05). These findings imply that the distribution of climate change knowledge and perceptions is relatively uniform across disciplinary backgrounds.
Didactical Design Based on Sharing and Jumping Tasks on Reaction Rate Law Sazaliana, Ade; Hendayana, Sumar; Supriatna, Asep; Nofri Yuhelman
Journal of Educational Chemistry (JEC) Vol. 6 No. 2 (2024)
Publisher : Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/journalofeducationalchemistry(jec).2024.6.2.23319

Abstract

In improving the quality of learning, it is necessary to develop a learning design that can facilitate the characteristics of students. The didactical design can facilitate the characteristics of students through sharing and jumping tasks. Sharing task is used to facilitate slow learner while jumping task is used to facilitate fast learner. Jumping task is not only beneficial for students with high academic ability, but also provides benefits for students with low academic ability. The purpose of this study is to develop the didactical design based on sharing and jumping tasks to enhance learning quality on the topic of reaction rate low. The research method used is didactical design research (DDR). Didactical design consisted of three steps i.e. (a) analysis of didactical situation before learning (prospective), (b) analysis of didactical situation during learning (metapedadidactical), and (c) analysis of didactical situation after learning (retrospective). The data was collected by test, observation, interview, documentation and recording (audio and video). The result showed that the didactical design on the topic of reaction was valid 
The Effect Discovery Learning Model Using 3D Interactive Media On Students' Learning Outcomes At SMPN 4 Payakumbuh Hanifa, Azkia; Oktavia, Rani; Yanto, Febri; Diliarosta, Skunda; Sazaliana, Ade
SEMESTA: Journal of Science Education and Teaching Vol. 9 No. 1 (2026): Semesta: Journal of Science Education and Teaching
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta/vol9-iss1/664

Abstract

Through the use of interactive 3D media, this study aims to examine how the Discovery learning model affects seventh-grade students' academic achievement. This research is motivated by the insufficient diversity of learning media utilized in the classroom. A nonequivalent control group design is applied in the research approach, which is quasi-experimental. The experimental class will implement the Discovery Learning model utilizing 3D media, while the control group will use the same model without the support of 3D media. The employed sample method is purposive sampling. A student response questionnaire and an exam with twenty-four objective questions make up the research tools. Parametric tests, particularly t-tests, were used for data analysis, along with tests for normality and homogeneity. Results of the student response questionnaire regarding with the use of interactive 3D media, the Discovery Learning model achieved a 95% success rate, which is considered excellent. A total implementation rate of 97.94% was determined to be indicative of successful implementation of the Discovery Learning Model accompanied by interactive 3D media, according to the observation data. The t-value of 2.18 is higher than the t-table value of 2.00, leading to the rejection of H₀ in the hypothesis test. This indicates that student learning outcomes in grade VII of senior high school are significantly influenced by the Discovery Learning Model supported by 3D interactive media covering material about the Earth and the solar system.
Co-Authors Asep Supriatna, Asep Burhan, Kristian Febri Yanto, Febri Hanifa, Azkia Harahap, Yulia Fitri Ifan Rivaldo Intan Lestari Mulyaning Tyas Mr Sumar Hendayana Nofri Yuhelman Oktavia, Rani Skunda Diliarosta