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All Journal Chemica: Jurnal Ilmiah Kimia dan Pendidikan Kimia EduChemia: Jurnal Kimia dan Pendidikan QUANTUM: Jurnal Inovasi Pendidikan Sains Jurnal Penelitian Pendidikan IPA (JPPIPA) Jambura Elementary Education Journal EDUKATIF : JURNAL ILMU PENDIDIKAN Journal Dynamic SainT LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Seminar Nasional Pengabdian Kepada Masyarakat Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences UNESA Journal of Chemical Education Seminar Nasional Hasil Penelitian LP2M UNM Chemedu: Jurnal Ilmiah Pendidikan Kimia PESHUM Jurnal Pendidikan dan Pembelajaran Kimia (JPPK)
Eda Lolo Allo
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Dentistry Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Physics Public Health Social Sciences Transportation Other

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Potensi Inovasi pada Instrumen Keterampilan Proses Sains: Studi Literatur Asyrifah Nur Qalby; Eda Lolo Allo; Dewiyanti Fadly
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 4 (2026): MIPA dan dan Pendidikan lingkup MIPA
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i4.457

Abstract

Science Process Skills (SPS) are the skills of scientists in investigating phenomena, developing concepts, and solving problems that serve as a foundation for students to fully understand scientific literacy. This study aims to conduct a literature review regarding innovations in integrating socio-scientific issues into science process skills instruments. This study is a qualitative study using the Systematic Literature Review method that reviews accredited articles relevant to the research topic. Data analysis techniques used include data collection from various journals, data reduction processes, descriptions, verification, and conclusions. The results of the article review indicate that extensive development of SPS instruments has been conducted. However, a research gap remains that a SPS instrument that specifically integrates Socio-Scientific Issues has not yet been found. Existing instruments generally still focus on purely cognitive aspects without involving controversial and contextual socio-scientific issues.
Systematic Literature Review: Urgency of AI-Integrated Chemistry Learning Models to Improve Students’ Self-Regulated Learning Bintang Ahmad; Eda Lolo Allo; Dewiyanti Fadly
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Kimia in Progress
Publisher : Universitas Lampung

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

Abstract

Systematic Literature Review: Urgency of AI_Integrated Chemistry Learning Models to Improve Students’s Self Regulated Learning. Objectives: This study aims to analyze the urgency of developing an AI-integrated chemistry learning model as a learning assistant to enhance students’ self-regulated learning. Method: The study employed a Systematic Literature Review (SLR) method based on the PRISMA framework. The search was conducted via Google Scholar for the years 2019–2026, yielding 50 articles, with 12 meeting the inclusion criteria for analysis. Findings: The results indicate that integrating AI into chemistry learning can boost motivation, engagement, and critical thinking, as well as help students grasp abstract chemical concepts. AI also supports more personalized, adaptive, and self-directed learning, thereby contributing to the enhancement of self-regulated learning. However, its implementation still faces challenges related to AI literacy, teacher readiness, and technological infrastructure. Conclusion: Therefore, the development of AI-integrated chemistry learning models is a critical need to support more effective, interactive, and self-directed learning.
Efektivitas Model Pembelajaran Inkuiri Terbimbing Terhadap Hasil Belajar Peserta Didik Kelas XI KIMIA 2 SMAN 9 Makassar pada Materi Asam Basa Anggita Anggriyani; Eda Lolo Allo; Muhammad Danial
ChemEdu Vol 7, No 2 (2026)
Publisher : Jurusan Kimia FMIPA UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/chemedu.v7i2.87648

Abstract

ABSTRAK Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran inkuiri terbimbing terhadap hasil belajar peserta didik kelas XI KIMIA 2 di SMAN 9 Makassar pada materi pokok asam basa. Metode yang digunakan dalam penelitian ini adalah metode pra eksperimen dengan desain penelitian one group pretest posttest. Subjek penelitian terdiri atas 25 siswa kelas XI KIMIA 2 SMAN 9 Makassar. Data dikumpulkan melalui pretest dan posttest dan dianalisis secara deskriptif dan inferensial. Hasil analisis statistik deskriptif menunjukkan rata-rata N-gain hasil belajar 0,72 yang berada pada kategori tinggi. Pengujian hipotesis dilakukan dengan menggunakan analisis statistik inferensial. Analisis statistic inferensial dilakukan dengan menggunakan Uji Wilcoxon Signed-Rank. Hasil analisis menunjukkan nilai Zhitung = 4,37 dan Ztabel = 1,65. Nilai Zhitung lebih besar daripada Ztabel sehingga H0 ditolak dan H1 diterima dan disimpulkan bahwa penggunaan model inkuiri terbimbing efektif terhadap hasil belajar peserta didik kelas XI KIMIA 2 di SMAN 9 makassar pada materi pokok asam basa. ABSTRACT This study aims to determine the effectiveness of the guided inquiry learning model on the learning outcomes of eleventh-grade chemistry students (Class XI KIMIA 2) at SMAN 9 Makassar on the subject matter of acids and bases. The method used in this study was a pre-experimental method with a one-group pretest-posttest research design. The research subjects consisted of 25 students from class XI KIMIA 2 at SMAN 9 Makassar. Data were collected through a pretest and posttest and analyzed descriptively and inferentially. The results of the descriptive statistical analysis showed that the average N-gain of learning outcomes was 0,72, which is in the high category. Hypothesis testing was conducted using inferential statistical analysis, specifically the Wilcoxon Signed-Rank Test. The analysis results Zcalculated value of 4,37 and Ztable value of 1,65. Since the Zcalcuated value is greater than the Ztable value, H0 is rejected and H1 is accepted. Thus, it can be concluded that the use of the guided inquiry model is effective on the learning outcomes of eleventh-grade chemistry students (Class XI KIMIA 2) at SMAN 9 Makassar on the subject matter of acids and bases..
Pengaruh Nearpod pada Model Pembelajaran Predict, Observe, Explain (POE) Terhadap Hasil Belajar Peserta Didik Kelas XI MIPA SMAN 9 Makassar pada Materi Pokok Hidrolisis Garam Alfian Sye; Muhammad Jasri Djangi; Eda Lolo Allo
ChemEdu Vol 7, No 2 (2026)
Publisher : Jurusan Kimia FMIPA UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/chemedu.v7i2.84186

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh nearpod pada model pembelajaran predict, observe, explain (POE) terhadap hasil belajar peserta didik kelas XI MIPA SMAN 9 Makassar pada materi pokok hidrolisis garam. Penelitian ini menggunakan rancangan quasi experiment dengan posttest-only control group design. Populasi penelitian ini adalah tiga kelas MIPA SMAN 9 Makassar. Sampel diambil secara acak dua kelas terpilih adalah XI MIPA 2 dengan jumlah peserta didik sebanyak 32 orang sebagai kelompok eksperimen dan kelas XI MIPA1 dengan jumlah peserta didik sebanyak 34 orang sebagai kelompok kontrol. Variabel bebas penelitian adalah penggunaan nearpod dalam model pembelajaran POE, sedangkan variabel terikatnya adalah hasil belajar peserta didik pada materi hidrolisis garam. Instrumen tes hasil belajar berbentuk pilihan ganda sebanyak 20 item soal. Hasil analisis statistik deskriptif menunjukkan bahwa rata-rata hasil belajar kelompok eksperimen sebesar 85,88 dengan persentase ketuntasan 87%, sedangkan kelompok kontrol rata-rata sebesar 79,18 dengan persentase ketuntasan 79%. Hasil analisis uji prasyarat terhadap hasil belajar peserta didik menunjukkan bahwa data kelompok eksperimen dan kelompok kontrol berasal dari populasi yang tidak terdistribusi normal namun homogen sehingga pengujian hipotesis menggunakan uji non-parametrik (uji- Mann-Whitney). Hasil uji hipotesis diperoleh Zhitung > Ztabel (2,03> 1,67). Berdasarkan hasil tersebut dapat disimpulkan bahwa ada pengaruh nearpod dalam model pembelajaran POE terhadap hasil belajar peserta didik kelas XI SMAN 9 Makassar pada materi pokok hidrolisis garam. Kata Kunci: Nearpod, Predict Observe Explain (POE), Hasil Belajar, Hidrolisis Garam
Transformasi Pembelajaran Kimia Digital: Kajian Literatur tentang Learning Analytics dan Pendekatan STEAM pada Platform Moodle Nur Afni Musir; Eda Lolo Allo; Dewiyanti Fadly
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 5: Agustus 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i5.20743

Abstract

Perkembangan teknologi digital membawa transformasi pada proses pembelajaran, mencakup dalam pembelajaran kimia. Pemanfaatan teknologi dalam pembelajaran kimia menjadi penting karena beberapa konsep kimia bersifat abstrak dan memerlukan media yang mendukung visualisasi serta interaksi belajar peserta didik. Artikel ini bertujuan untuk mengkaji penggunaan Moodle, pemanfaatan Learning Analytics, dan penerapan pendekatan STEAM dalam transformasi pembelajaran kimia digital. Studi ini memanfaatkan metode Systematic Literature Review (SLR) dengan melaksanakan analisis akan artikel ilmiah yang relevan pada kisaran tahun 2020–2026. Sumber data diperoleh dengan Google Scholar serta ScienceDirect dari jurnal nasional maupun internasional yang relevan. Hasil kajian menunjukkan bahwa Moodle mendukung pembelajaran kimia yang lebih fleksibel dan interaktif, Learning Analytics membantu menganalisis aktivitas belajar peserta didik secara lebih terarah, sedangkan pendekatan STEAM mendorong pengembangan keterampilan abad ke-21 selayaknya berpikir kritis, kreativitas, kolaborasi, serta penyelesaian masalah. Dengan demikian, integrasi Moodle, Learning Analytics, serta pendekatan STEAM berpotensi mendukung transformasi pembelajaran kimia digital yang lebih inovatif serta adaptif akan perkembangan teknologi pendidikan.
Co-Authors Alfian Sye Alimin Alimin Andi Nurhidayah Anggita Anggriyani Anna Permanasari Army Auliah Asyrifah Nur Qalby Bintang Ahmad Chrisnovan Lande Dewiyanti Fadly Dewiyanti Fadly Febrianti, Andi Evi Gusma Harfiana Abbas Hardin Hardin, Hardin Hekin, Yasinta Bungkang Lyse Bulo M. A. Martawijaya MARIA BINTANG Muh Tawil Muh Yunus Muhammad Danial Muhammad Jasri Djangi Muhammad Yunus Munawwara, Munawwara Nita Magfirah Ilyas Noer, Ayunda Chaerunnisa Nur Afni Musir Nur Hikma Nur Ulfa Dila Ulfa Nurul Annisa Amaliah Alim Nurul Anugrah Nurul Ilmi Mutmainnah Nurul Muthmainna Pasae, Yoel Pince Salempa Ramdani Ramdani Salma Samputri SANDY RANDAN Sri Redjeki Sudding Sudding Sulatry, Taty Taty Sulastry wiji, wiji Yoel Pasae Zubair, Sakinah