Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal IJCER (International Journal of Chemistry Education Research) Naradidik: Journal of Education & Pedagogy
Sunartri, Sunartri
Unknown Affiliation
Chemistry Education Environmental Science Materials Science & Nanotechnology Social Sciences

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.
Pandangan Guru Kimia SMA terhadap Integrasi Kecerdasan Buatan dalam Pembelajaran di Era Digital Bambang Susilo; Das Salirawati; Sunartri, Sunartri
Naradidik: Journal of Education and Pedagogy Vol. 4 No. 3 (2025): Naradidik: Journal of Education & Pedagogy (September 2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/nara.v4i3.368

Abstract

Artificial Intelligence (AI) menawarkan potensi besar dalam meningkatkan pembelajaran kimia di SMA. Penerapan teknologi AI dalam pendidikan menjadi kebutuhan yang mendesak, terutama untuk membantu guru dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran. Namun, pemanfaatan AI di sekolah terutama di daerah Kabupaten Sleman, masih menghadapi berbagai tantangan, termasuk keterbatasan pemahaman guru dan adaptasi teknologi AI yang relatif baru. Oleh karena itu, penting dilakukan penelitian ini untuk memahami sejauh mana pandangan guru terhadap pembelajaran kimia berbasis AI dan kendala yang dihadapi. Penelitian ini bertujuan untuk mengidentifikasi pandangan guru teradap pembelajaran kimia berbasis AI. Metode penelitian ini menggunakan pendekatan kualitatif jenis studi kasus yang melibatkan 20 orang guru kimia di berbagai SMA Negeri di Kabupaten Sleman sebagai responden, yang dipilih melalui teknik purposive sampling. Pengambilan data melalui observasi, wawancara, dan dokumentasi. Tehnik analisis data menggunakan Miles dan Huberman, yaitu reduksi data, penyajian data, dan kesimpulan. Temuan menunjukkan bahwa kebanyakan guru baru mempunyau pemahaman dasar tentang AI dan baru tertarik menggunakannya. Aplikasi AI seperti ChatGPT dan Gemini AI menjadi pilihan utama. Guru melihat AI bisa memberikan umpan balik lebih cepat dan meningkatkan semangat belajar siswa. Meskipun begitu, ada beberapa kendala seperti guru yang belum terlalu paham cara menggunakan AI, fasilitas sekolah yang kurang mendukung, dan kekhawatiran soal kualitas informasi data dari AI. Kebanyakan guru juga belum pernah ikut pelatihan teknologi AI. Selain itu, penting agar ada lebih banyak pelatihan AI, fasilitas sekolah ditingkatkan, dan AI digunakan dengan bijak.
Co-Authors BAMBANG SUSILO Das Salirawati