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All Journal DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Pendidikan Kimia (JPKim) JOURNAL OF CHEMISTRY AND EDUCATION (JCAE) Indonesian Journal on Learning and Advanced Education (IJOLAE)
Restu Prayogi
Universitas Lambung Mangkurat
Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Detecting the interest of undergraduate students : A new way of chemistry education as a basis for instructional development Parham Saadi; Almubarak Almubarak; Restu Prayogi; Fadhlan Muchlas Abrori
Jurnal Pendidikan Kimia Vol. 16 No. 2 (2024): August
Publisher : Pascasarjana Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpkim.v16i2.61402

Abstract

The achievement of learning targets is largely determined by how learning facilitates the needs of participants. Interest is one of the important points that teachers need to be aware of, especially in higher education environments to produce competent and resilient students (prospective teachers). The purpose of the research was to detect the interests of chemistry education students quantitatively and other themes that related to their lives. The quantitative approach was the method used in the study because it was in line with the data collection technique, namely the questionnaire technique with quantitative analysis. The results showed that the theme interest œeveryday life with the topic of food has the largest percentage, namely 86%, while the least theme was textile dyeing (58.30%) by chemical processes theme. Other additional themes revealed that social media (digital technologies) has 75.50% while teaching & learning and diversity have percentages of 64.70% and 59%, respectively. The conclusion was that detecting elements of interest in students could be supporting data for designing chemistry learning considering the changes in the mindset of the young generation due to digital culture. This research can also be used as a needs analysis in learning because a great interest in learning affects students™ academic performance. Research findings also give be a provision for students when they become teachers so that this research can be used in the school environment.
Literatur Review: Pembelajaran Berbasis Website dalam Melatihkan Kemampuan Berpikir Logis Restu Prayogi; Syahmani Syahmani; Ninis Hadi Hardiyanti; Suyidno Suyidno; Fahmi Fahmi
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 1 (2025): April 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i1.99321

Abstract

Penelitian ini bertujuan untuk menganalisis pembelajaran berbasis website dalam meningkatkan kemampuan berpikir logis peserta didik. Studi literatur ini dilakukan terhadap 5 artikel yang diterbitkan antara tahun 2014 hingga tahun 2024. Berdasarkan hasil penelusuran terhadap artikel berbantuan kecerdasan buatan yakni SciSpace menunjukkan bahwa usaha dalam meningkatkan kemampuan berpikir logis, dengan menggunakan beberapa platform media seperti berbasis website modul digital, dan media berbasis teknologi lainnya yang secara signifikan dapat meningkatkan kemampuan berpikir logis peserta didik. Peningkatan tersebut ditunjukkan melalui hasil uji statistik seperti uji N-gain dan uji-t. Selain itu, penggunaan pendekatan ilmiah, pemecahan masalah, dan STEM turut memperkuat efektivitas media pembelajaran berbasis teknologi dalam melatih keterampilan berpikir logis peserta didik. Penelitian ini mengungkapkan bahwa pembelajaran berbasis website efektif meningkatkan kemampuan berpikir logis peserta didik, terutama jika dikombinasikan dengan pendekatan atau model yang melibatkan aktivitas ilmiah. Web-based learning for training reasoning skills Abstract: The aim of this research is to analyze how web-based learning improves students' logical thinking skills. The literature study examined five articles published between 2014 and 2024. The results of the search for artificial intelligence–assisted articles, such as SciSpace, show that using several media platforms, such as website-based digital modules and other technology-based media, can significantly improve students' logical thinking skills. This improvement is demonstrated by statistical test results, such as the N-Gain and T-test. Additionally, scientific approaches, problem-solving, and STEM strengthen the effectiveness of technology-based learning media in training students' logical thinking skills. This study reveals that web-based learning effectively improves logical thinking skills, particularly when combined with approaches or models involving scientific activities.
PEMBELAJARAN SAVI DENGAN ANIMASI MULTIMEDIA UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR SISWA PADA MATERI IKATAN ION DAN KOVALEN Chairunnisa Chairunnisa; Restu Prayogi; Yogo Dwi Prasetyo
JCAE (Journal of Chemistry And Education) Vol. 8 No. 3 (2025): JCAE APRIL 2025
Publisher : PROGRAM STUDI PENDIDIKAN KIMIA FKIP UNIVERSITAS LAMBUNG MANGKURAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jcae.v8i3.3441

Abstract

Perkembangan industri di dunia kerja telah mendorong peningkatan pentingnya keterampilan pemecahan masalah bagi setiap individu dalam sumber daya manusia. Hal ini mengubah paradigma masyarakat terhadap pendidikan di lingkungan sekolah, yang harus mampu menghasilkan peserta didik yang memenuhi kriteria keterampilan tersebut. Oleh karena itu, penelitian literatur ini bertujuan untuk mengeksplorasi pengaruh penerapan metode inquiry dalam proses pembelajaran terhadap kemampuan softskill berpikir kritis siswa. Penelitian literatur ini bertujuan untuk menilai dampak inquiry learning pada kemampuan berpikir kritis siswa dalam proses pembelajaran. Metode yang digunakan adalah Systematic Literature Review (SLR). Hasil analisis literatur menunjukkan adanya pengaruh positif pada kemampuan berpikir kritis siswa Sekolah Menengah Atas (SMA) setelah menerapkan metode pembelajaran inquiry. Selain itu, terdapat peningkatan hasil belajar siswa dan respon positif dari siswa terhadap pembelajaran berbasis inquiry. Dari analisis literatur ini, disimpulkan bahwa implementasi metode inquiry efektif dalam meningkatkan kemampuan berpikir kritis siswa pada proses pembelajaran di Sekolah Menengah Atas.
Assessing Students Understanding of Chemical Bonds Material by Rasch Modeling Almubarak Almubarak; Parham Saadi; Restu Prayogi; Pamela Paula Maldini
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 5, No. 3, September 2023
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v5i3.22242

Abstract

This study aimed to assess high school student’s understanding of Banjarmasin by Rasch modeling, preci-sely the cognitive aspect. The research method was descriptive with a quantitative approach to assess the pattern of reactions and symptoms of Rasch data. According to the research findings, the person reliability (students) was +0.66 based on the Rasch modeling analysis, with the criterion satisfactory, indicating that the students knowledge was adequate. At the same time, Cronbachs’ alpha score had a value of +0.71 and met the criteria of excellent. In addition, the students with the highest level of understanding were coded 127P12B with a logit value (person measure) of 2.52 and average students with logit value of -0.77 or <0. In contrast, the students with low abilities were coded 030P10B and 059L11B (same logit value, -3.27 or <0). Other data were INFIT MNSQ and OUTFIT MNSQ (person) with average values of +0.99 and +1.14 (closer to 1, the better), while the INFIT and OUTFIT ZSTD values were -0.1 and 0.0 respectively (closer to 0, better). The most difficult question was Q16, which had a logit score of 1.96; students’ logit values carried this question. Students were regarded to have appropriate knowledge even though their ability excee-ded the problem ability. In conclusion, the Rasch model-based pre-learning evaluation was found to be useful in measuring students’ cognitive grasp of chemical bonding material. This study could serve as the primary reference for teachers in assessing students’ level of knowledge before they begin learning. In addi-tion to interpreting student knowledge through various Rasch data presentations, a study of the structure of questions with varying difficulty levels could be used to assess the full group of students’ understanding of chemistry.
Canonical Correlation Analysis for Understanding Foundational-Advanced Chemistry Classes Relationship and Their Role in Preparing Preservice Teacher Almubarak, Almubarak; Prayogi, Restu; Yasim, Sukmawati; Adhani, Aidil
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 3, September 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i3.10974

Abstract

Mental models and the strength of basic chemistry concepts are the primary foundation for students to avoid obstacles in highly complex material. On the other hand, students' understanding of basic chemistry concepts has not been optimally developed, even though this situation impacts understanding complex material at the advanced level. However, simultaneous analysis of the relationship between foundational and advanced level courses using a statistical test approach is rarely done, even though this condition impacts learning success at the upper level. The purpose was to determine (1) the simultaneous relationship between prerequisite and advanced level courses, and (2) the contribution of each prerequisite course in predicting student academic achievement in advanced level classes. This study used a quantitative correlational design with canonical correlation analysis, involving introductory chemistry and school chemistry courses as prerequisites and basic organic chemistry and physical organic chemistry as advanced-level variables. Data collection used documentation techniques for students' cognitive learning outcomes in the chemistry education study program. The study results showed that the first canonical function (function 1) obtained a correlation of 0.99398 with p = 0.000 and an eigenvalue of 82.31551. This indicates a significant simultaneous relationship, with introductory chemistry contributing the most, while school chemistry contributed little. This study emphasises the importance of strengthening mastery of basic chemistry concepts and integrating pedagogical content to support student academic success and preparedness. This study provides a fundamental foundation for the importance of developing chemistry education programs that impact student academic performance while preparing them to face increasingly inclusive and connected global challenges through modern learning.
Co-Authors Aidil Adhani Almubarak Almubarak Almubarak Almubarak Almubarak, Almubarak Chairunnisa Chairunnisa Fadhlan Muchlas Abrori Fahmi Fahmi Ninis Hadi Hardiyanti Pamela Paula Maldini Parham Saadi Parham Saadi Solly Aryza Suyidno Suyidno Syahmani Syahmani Yasim, Sukmawati Yogo Dwi Prasetyo