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All Journal PAEDAGOGIA Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan JKPK (Jurnal Kimia dan Pendidikan Kimia) Dharma Raflesia : Jurnal Ilmiah Pengembangan dan Penerapan IPTEKS Journal of Educational Sciences Jurnal Pengabdian Masyarakat Intimas (Jurnal INTIMAS): Inovasi Teknologi Informasi Dan Komputer Untuk Masyarakat
Putri, Tiara Swastika
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Library & Information Science Social Sciences Other

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PELATIHAN DAN PENDAMPINGAN PENGGUNAAN PEAR DECK UNTUK PENYUSUNAN MEDIA PEMBELAJARAN INTERAKTIF BAGI TENAGA EDUKATIF DI KECAMATAN TUALANG SIAK Holiwarni, Betty; Copriady, Jimmi; Rery, Usman; Albeta, Sri Wilda; Wulandari, Putri Adita; Putri, Tiara Swastika
Intimas Vol 5 No 1 (2025)
Publisher : Fakultas Teknologi Informasi dan Industri Unisbank

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35315/intimas.v5i1.10027

Abstract

Penggunaan teknologi dalam pembuatan media pembelajaran penting untuk meningkatkan efektivitas dan keterlibatan siswa. Kegiatan pengabdian masyarakat ini bertujuan melatih guru di Kecamatan Tualang, Kabupaten Siak, dalam menyusun perangkat pembelajaran berbasis Pear Deck. Pelatihan dilaksanakan pada 20 Oktober 2023, diikuti oleh 17 guru dari berbagai jenjang pendidikan. Metode pelatihan meliputi penyampaian materi, demonstrasi penggunaan aplikasi, pendampingan praktik langsung, dan evaluasi dengan angket kepuasan. Kegiatan ini berhasil meningkatkan pemahaman guru tentang teknologi pembelajaran, memotivasi mereka untuk mengintegrasikan teknologi dalam proses belajar, dan membantu menciptakan perangkat pembelajaran yang interaktif.
The Impact of PBL-ESD-Based Electronic Student Worksheets on Developing Scientific Argumentation Skills among Pre-Service Chemistry Teachers Putri, Tiara Swastika; Rohaeti, Eli
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2388-2396

Abstract

This study investigates the impact of using Electronic Student Worksheets (E-LKM) based on Problem-Based Learning (PBL) and Education for Sustainable Development (ESD) on enhancing the scientific argumentation skills of prospective chemistry teachers. The research was motivated by the observed low levels of scientific argumentation among chemistry education students, which are attributed to the lack of contextual and student-centered learning approaches that support 21st-century skills. The study employed a quasi-experimental method with a pretest-posttest control group design, involving two classes selected through cluster random sampling. The experimental group used PBL-ESD-based E-LKM, while the control group used conventional methods. Argumentation skills were measured using essay tests, and data were analyzed using N-Gain and independent sample t-tests. The results showed that the experimental class achieved a higher N-Gain score (0.662) compared to the control class (0.544), with both in the moderate category. The t-test indicated a significant difference between the two groups (sig. = 0.000 < 0.05). These findings demonstrate that integrating PBL and ESD in E-LKM is effective in improving students’ scientific argumentation skills and fostering critical thinking and sustainability awareness in chemistry education.
Pelatihan Permainan Kimia Untuk Guru-Guru Di Kecamatan XIII Koto Kampar Kabupaten Kampar Abdullah, Abdullah; Herdini, Herdini; Erviyenni, Erviyenni; Copriady, Jimmi; Rasmiwetti, Rasmiwetti; Susilawati, Susilawati; Wulandari, Putri Adita; Putri, Tiara Swastika
DHARMA RAFLESIA Vol 23 No 1 (2025): JUNI (ACCREDITED SINTA 5)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/dr.v23i1.40552

Abstract

Kimia adalah proses ilmiah yang sebaiknya diajarkan melalui aktivitas langsung sebagai salah satu bentuk pendekatan keterampilan proses. Kegiatan praktikum merupakan salah satu kegiatan yang sangat berperan dalam meningkatkan keberhasilan proses belajar mengajar. Laboratorium beberapa sekolah di kecamatan XIII Koto kampar berada pada keadaannya kurang baik, sehingga tidak dapat digunakan sebagai penunjang kegiatan pembelajaran. Permainan merupakan salah satu alternatif media pembelajaran yang saat ini telah banyak digunakan pada semua kalangan dalam bidang pendidikan. Pendekatan konsep kimia melalui permainan dianggap akan lebih memudahkan peserta didik dalam menghubungkan konsep kimia yang ada dengan permainan yang telah mereka lakukan. Oleh karena itu, pengabdian ini bertujuan untuk meningkatkan keterampilan guru dan menambah inovasi serta kreativitas guru sains di Kecamatan XIII Koto Kampar dengan cara memberikan pelatihan tentang penerapan permainan kimia dalam pembelajaran.
Scientific Argumentation in Chemistry Education: A Literature Review of Practices, Challenges, And Solutions Putri, Tiara Swastika; Suyanta, Suyanta; Rohaeti, Eli
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 14 No. 1 (2025)
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v14i1.14666

Abstract

This study presents a systematic literature review (SLR) on students' scientific argumentation skills in chemistry education, focusing on practices, challenges, and potential solutions. Articles selected were sourced from the Scopus database using Publish or Perish (PoP) and published within the period of 2015-2024. Some of the notable issues identified in this review relate specifically to limited teacher preparation and low student engagement, which hinder the development of argumentation skills. Effective instructional models, strategies, and media that promote argument-driven learning are crucial according to these findings. Also, enhancing these specific skills requires targeted teacher training, curriculum integration of argumentative practices, and supportive classroom environments that cultivate inquiry-based learning and critical thinking. Generally, it sheds light on the importance of valid assessment tools to evaluate students' argumentation skills. Thus, strengthening these skills is essential for classroom members. Not only for acquiring a better understanding of chemical concepts but also for promoting scientific literacy as well as informed decision-making in broader societal contexts.
Development and Validation of a PBL-ESD-Based E-Student Worksheet for Chemical Equilibrium in Solutions Putri, Tiara Swastika; Rohaeti, Eli; Yanti, Widya Ikhma
PAEDAGOGIA Vol 28, No 3 (2025): PAEDAGOGIA Jilid 28 No 3 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i3.102176

Abstract

The need to improve critical thinking and scientific argumentation skills in chemistry highlights the importance of integrating Education for Sustainable Development (ESD) and Problem-Based Learning (PBL) into teaching materials. In the context of chemistry, ESD encourages students to relate chemical concepts to real-life environmental, social, and economic issues, while PBL encourages inquiry through real-world problem scenarios. This study aims to develop a digital student worksheet (E-LKM) that innovatively combines the ESD approach and the PBL learning model for the topic of chemical equilibrium in solution. Unlike conventional worksheets, this E-LKM presents sustainability-based dilemmas—such as pollution from industrial waste and its effects on equilibrium systems—designed to trigger discussion, collaboration, and higher-order thinking. This study used the Research and Development (R&D) method, using the Thiagarajan 4D model, involving 40 students and 5 chemistry education lecturers from Riau Province as samples. Data analysis included validation by experts and user feedback on the practicality and readability of the results. E-LKM obtained a validation score of 115 (very good), a practicality score of 71, and a readability score of 60.767—both of which were classified as very good. These results indicate that E-LKM is a valid and practical tool for supporting chemistry learning, with a focus on sustainability, critical thinking, and scientific argumentation
Development of PjBL–ESD E-Module to Improve Disaster Literacy for Higher Education Students Herdini, Herdini; Abdullah, Abdullah; Erviyenni, Erviyenni; Holiwarni, Betty; Wulandari, Putri Adita; Nazhifah, Siti; Putri, Tiara Swastika
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 11, No 1 (2026): JKPK (Jurnal Kimia dan Pendidikan Kimia)
Publisher : Program Studi Pendidikan Kimia FKIP Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkpk.v11i1.115576

Abstract

The relatively low level of students’ disaster literacy indicates that disaster education in higher education has not yet been optimally implemented, particularly due to lecturer-centered approaches, limited contextual learning, and insufficient use of digital learning resources. This study aimed to develop and evaluate the validity, practicality, and preliminary effectiveness of an e-module based on Project-Based Learning integrated with Education for Sustainable Development (PjBL–ESD) to enhance students’ disaster literacy. This study employed a Research and Development (R&D) method using the 4-D model. The validity of the e-module was assessed through expert review covering content, media, and pedagogical aspects. Practicality was evaluated through questionnaires administered to lecturers and students, focusing on ease of access, time efficiency, and ease of use. The preliminary effectiveness test involved a one-group pretest–posttest design analyzed using a paired-sample t-test. The effectiveness test involved 38 students enrolled in the Environmental Science and Disaster Mitigation course. The results showed that the PjBL–ESD e-module achieved a very high level of validity (≥96%) and demonstrated excellent practicality, with average scores of 98.40% from lecturers and 98.54% from students. The effectiveness test indicated a statistically significant improvement in disaster literacy, with the mean score increasing from 49.14 (pretest) to 81.74 (posttest) (p < 0.05). These results suggest that the PjBL–ESD e-module is valid, practical, and has strong potential to improve students’ disaster literacy within the context of this study. However, the lack of a control group inherent in the one-group pretest–posttest design constrains the extent to which causal conclusions can be drawn. This study implies that the integration of PjBL and ESD in digital modules can support more contextual and student-centered learning, particularly for disaster mitigation education in higher education.
Co-Authors Abdullah Abdullah Betty Holiwarni Eli Rohaeti Erviyenni Erviyenni, Erviyenni Herdini , Herdini Jimmi Copriady Nazhifah, Siti Putri Adita Wulandari R. Usman Rery Rasmiwetti Rasmiwetti, Rasmiwetti Sri Wilda Albeta Susilawati, Susilawati Suyanta Suyanta Yanti, Widya Ikhma