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All Journal TOFEDU: The Future of Education Journal
Mulia, Vivi Sri
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Education Languange, Linguistic, Communication & Media Mathematics Other

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The Practicality of a Chemistry Learning Module on Hydrocarbon Topic Based on Guided Inquiry Mulia, Vivi Sri
The Future of Education Journal Vol 4 No 6 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i6.797

Abstract

Chemistry instruction in high schools still tends to emphasize the product aspect of knowledge while neglecting the scientific process, which is essential for developing students’ conceptual understanding. The lack of process-oriented instructional materials also contributes to students’ low process skills. To address this issue, this study aims to develop a guided inquiry-based chemistry learning module on the topic of hydrocarbons and to evaluate its practicality in classroom learning. This research employed the 4-D development model (Define, Design, Develop, Disseminate) involving expert validation and field testing. The research subjects were tenth-grade high school students. Data were collected through teacher and student response questionnaires and analyzed using descriptive statistics and Cohen’s Kappa formula. The results showed that the developed module demonstrated a very high level of practicality, with a Kappa value of 0.85 from teachers and 0.82 from students. These findings indicate that the guided inquiry-based module is effectively applicable in chemistry instruction and supports students in constructing conceptual understanding independently. Therefore, the module can serve as a practical alternative instructional resource that enhances meaningful chemistry learning.
The Study of Ontology and Academic Ethics in Understanding the Nature of Education's Existence Widialistuti, Refny; Fitri, Yuliani; Mulia, Vivi Sri; Safitri, Diah Amanda
The Future of Education Journal Vol 5 No 1 (2026): IN PROGRESS
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i1.1503

Abstract

This study examines the integration of ontology and academic ethics in understanding the essence of education, with a focus on mathematics education. Using a qualitative conceptual approach through library research, this study analyzes scholarly works on educational ontology, academic ethics, and education. The findings show that education is ontologically an existential process aimed at the holistic formation of human beings, not merely knowledge transmission. In education, this perspective positions educations as an intellectual activity that shapes rational thinking and academic responsibility. The study also finds that academic ethics is an inherent consequence of understanding the nature of education and knowledge. Integrating ontological understanding and academic ethics is therefore essential for strengthening integrity and ethical practices in education, particularly in the digital era.
Co-Authors Fitri, Yuliani Refny Widialistuti Safitri, Diah Amanda