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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) IJCER (International Journal of Chemistry Education Research)
Pujiana, Elma
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Materials Science & Nanotechnology Physics

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Research Trends in the Application of Problem Based Learning Model in chemistry learning in Indonesia: A Systematic Literature Review Muhammad Habib Ash Shiddiqi; Purwaningsih , Dyah; Pujiana, Elma
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.art8

Abstract

This study aims to analyze and map research trends on the application of the Problem-Based Learning (PBL) model in chemistry education in Indonesia using the systematic literature review (SLR) method. The study involved secondary data sourced from the SINTA database for publications between 2015 and 2024. Articles were identified using the keywords "problem-based learning" and "chemistry", with inclusion criteria comprising: (1) studies implementing PBL in chemistry learning, (2) published between 2015 and 2024, (3) document type limited to peer-reviewed articles, and (4) articles indexed at least by Sinta 3. Out of an initial 182 articles retrieved, only 21 articles met the inclusion criteria after screening. The results indicate the PBL model has been implemented using various approaches, strategies, and media, demonstrating its effectiveness in improving students' learning outcomes, critical thinking skills, and engagement in chemistry education. The most frequent research focus was on learning outcomes, followed by learning activities and critical thinking skills, while other variables such as scientific attitudes, self-efficacy, and collaboration also received attention. PBL's adaptability, including integration with STEM and digital media, enhances its relevance to modern learning demands. This study highlights the significant role of PBL in fostering student-centered learning and bridging theoretical and practical aspects of chemistry. Limitations in database scope and inclusion criteria highlight the need for broader reviews. Future studies should include meta-analyses and explore interdisciplinary applications to enhance PBL's potential in chemistry education. These findings offer valuable insights for educators and researchers aiming to optimize PBL in Indonesian education
Design Thinking as an Effort to Enhance Critical Thinking and Science Literacy in Chemistry Learning: A Systematic Review Syahana, Syaza; Suyanta, Suyanta; Sari, Dwiani Ratna; Asmiati, Lisya; Pujiana, Elma
Jurnal Penelitian Pendidikan IPA Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9iSpecialIssue.4709

Abstract

Critical thinking skills and science literacy represent two pivotal aspects within education, seeking to cultivate students into knowledgeable, analytical individuals proficient in critical thinking when confronting diverse challenges and life circumstances. In the pursuit of enhancing critical thinking abilities, four fundamental aspects come into play, encompassing the capacity for problem-solving, decision-making, assumption analysis, as well as evaluation and inquiry skills. On the other hand, the literacy aspect comprises the articulation of phenomena through the application of chemical concepts, the resolution of problems through the utilization of chemical comprehension, and the critical analysis of strategies and benefits derived from chemistry education. The primary objective of this study are to analyze research trends on the influence of design thinking strategies in improving students' critical thinking and literacy skills through bibliometric analysis and to ascertain the impact of design thinking strategies on the augmentation of students' critical thinking skills and literacy.  The data sources used came from reputable journals from 2017-2023. The data obtained is secondary data analyzed with VOSviewer on research trends in critical thinking skills and scientific literacy, the number of publications, the type of research, and the samples used. The data analysis technique employed is Miles and Huberman's method, which consists of four stages: data collection, data reduction, data display, and conclusion drawing. The findings of this research indicate that the utilization of design thinking strategies exerts a significant influence on students' critical thinking skills and literacy, employing 13 aspects applicable during the implementation of chemistry learning processes
Pengaruh Pendekatan Kontekstual terhadap Peningkatan Minat Belajar Kimia Peserta Didik Sari, Dwiani Ratna; Syahana, Syaza; Asmiati, Lisya; Pujiana, Elma; Suyanta, Suyanta
Jurnal Penelitian Pendidikan IPA Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9iSpecialIssue.4710

Abstract

Chemistry is considered an abstract discipline, characterized by many concepts that make students uninterested in engaging in its learning. One approach to stimulate interest is through the application of contextual learning, where acquired knowledge is applied in a practical context. The purpose of this journal review is to provide insight into the implications of using contextual approaches in chemistry education, particularly about fostering student interest and engagement in the subject matter. The research design used in this study was a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) as a tool and guide for evaluating articles. The search for articles published in Scopus and Web of Science using the selected keywords: contextual approach, learning interest, and its extension based on the selected PICO framework. Based on the search results, 50 articles were obtained to be analyzed. Findings from diverse data consistently show that the application of contextual or everyday learning approaches contributes to increasing students' interest in learning, especially in the chemistry domain. Students' interest in learning chemistry has a significant influence on their learning outcomes, motivation, and critical thinking levels. This is because the greater the student's interest in learning chemistry, the stronger the curiosity and understanding of the subject matter. When students have a strong understanding of the subject matter, their critical thinking skills and chemical learning outcomes improve.
The Role of Communication Skills in Guided Inquiry Process to Improve Critical Thinking Skills Pujiana, Elma; Rohaeti, Eli; Suyanta, Suyanta; Asmiati, Lisya; Sari, Dwiani Ratna; Syahana, Syaza
Jurnal Penelitian Pendidikan IPA Vol 10 No 3 (2024): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i3.6351

Abstract

This article examines how in an educational setting communication skills can enhance critical thinking abilities through guided inquiry. Human resources (HR) must be improved in light of the Industrial Revolution 4.0, but obstacles to learning include low student engagement, a lack of enthusiasm, and a lack of critical thinking abilities. Although communication skills are frequently a barrier, guided inquiry is recognized as a learning model capable of advancing students' critical thinking abilities. The activity steps in guided inquiry are covered in this article, along with pertinent communication skills such as explanation of delivery, material mastery, group interaction, and responding. It is highlighted how critical thinking abilities and communication skills are linked in 21st-century learning. It is widely acknowledged that effective verbal, written, and listening communication skills are essential for guided inquiry. Source triangulation was employed as a qualitative research method with a post-positivism approach to gather data. The article emphasizes how communication skills help students develop their critical thinking abilities by enabling them to assess and connect information to a wider context in addition to gathering and analyzing it. The conclusion highlights the need of communication abilities
Co-Authors Asmiati, Lisya Eli Rohaeti Muhammad Habib Ash Shiddiqi Purwaningsih , Dyah Sari, Dwiani Ratna Suyanta Suyanta Syahana, Syaza