Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal IJCER (International Journal of Chemistry Education Research) International Journal on Education Insight
Sunartri, Sunartri
Unknown Affiliation
Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Implementation of Differentiated Learning with Project Based Learning Model to Increase Students' Interest and Learning Outcomes on Molecular Structure Material Sunartri, Sunartri
IJCER (International Journal of Chemistry Education Research) VOLUME 9, ISSUE 1, APRIL 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol9.iss1.art2

Abstract

This is a Classroom Action Research (CAR) that aims to increase students' interest and learning outcomes in class XI chemistry material, which is the structure of molecules, at SMA Negeri 1 Cangkringan, Sleman, Yogyakarta. with a total of 34 students. Differentiated learning was used alongside a project-based learning model to conduct learning activities. This research began with pre-cycle activities to collect data on student profiles for mapping differentiated learning based on students' learning styles and initial abilities. Furthermore, the data collected was used to conduct classroom action research in two cycles. Each cycle consists of several stages, including planning, action implementation, observation, and reflection. To obtain data on the study's findings, data collection was conducted qualitatively and quantitatively for students' interests and learning outcomes. The findings revealed that by implementing differentiated learning through the project-based learning model, students' learning outcomes improved from 74% classical completeness in cycle 1 to 95% in cycle 2. In the cycle 1, 74% of students achieved the minimum competency standards and in the cycle 2 it increased to 95%. Students' interest in learning increased in all indicators from cycle 1 and improved even more in cycle 2. As a result, it is possible to conclude that the use of differentiated learning in conjunction with a project-based learning model can increase the interest and learning outcomes of chemistry students in class XI MIPA 1 SMA Negeri 1 Cangkringan during the 2023/2024 academic year on molecular structure materials.
Improving students' chemical literacy skills through experiential learning on global warming concepts Sunartri, Sunartri; Wiyarsi, Antuni; Susilo, Bambang
International Journal on Education Insight Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i1.15846

Abstract

Improving chemical literacy is an important task in learning in the global and sustainable development era. However, chemistry learning at schools still tends to focus on mastering theoretical concepts. Therefore, a learning model that is able to provide meaningful and contextual learning experience is needed, one of which is the experiential learning model. The experiential learning model is considered capable of facilitating students in constructing knowledge and developing chemical literacy skills. This study aims to analyze students’ chemical literacy skills before and after learning using the experiential learning model on the topic of global warming, as well as analyzing their improvement. This study employed a quasi-experimental method with a one-group pretest–posttest design and was conducted in two public senior high schools in Sleman Regency, Indonesia, with a sample of 144 Grade X students. Data were collected using chemical literacy tests that had been validated theoretically and empirically. The data were analyzed using a paired t-test and N-gain scores. The results showed a significant difference between pretest and posttest scores, with an improvement in chemical literacy skills in the medium category. These findings indicate that the application of the experiential learning model is effective in improving students’ chemical literacy skills on global warming topics.
Co-Authors Antuni Wiyarsi Bambang Susilo