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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pemberdayaan Masyarakat
Shiddiqi, Muhammad Habib Ash
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Social Sciences

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Integrated Guided Inquiry Learning Model of Ethnochemistry on High School Students' Critical Thinking Skills and Learning Interest in Reaction Rate Material Retiyanto, Hana' Fadhilah; Aznam, Nurfina; Shiddiqi, Muhammad Habib Ash; Nurason, Febri
Jurnal Pemberdayaan Masyarakat Vol 4, No 3 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i3.549

Abstract

This study investigates the effect of the guided inquiry learning model integrated with ethnochemistry on senior high school students' critical thinking skills and learning interest in reaction rate. A quasi-experimental design with a pretest-posttest control group was employed, involving 60 students of class XI MIPA at SMAN 4 Lubuklinggau, selected through random sampling. Data were collected using a critical thinking test and a learning interest questionnaire, and analyzed with MANOVA. Findings revealed significant differences in critical thinking and learning interest between the two groups, with effective contributions of 65.7% simultaneously, 43.2% individually to critical thinking, and 44.3% to learning interest. These results demonstrate that guided inquiry integrated with ethnochemistry not only enhances students' cognitive and affective outcomes but also contributes to science education by contextualizing learning through local culture. It is therefore suggested that this model be applied to other chemistry topics and across broader student populations to strengthen its effectiveness and further enrich culturally grounded science learning.
Systematic Literature Review: Analysis of Misconception Problems and Diagnostic Instruments for Learning Chemistry Shiddiqi, Muhammad Habib Ash; Arthamena, Vegha Dwi; Ayyubi, Mizzan; Manarisip, Alessandro Jeremi; Aznam, Nurfina
Jurnal Penelitian Pendidikan IPA Vol 10 No 4 (2024): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i4.5189

Abstract

This research aims to analyze research trends in Chemical misconceptions in chemistry learning and diagnostic instruments used. The research method used in this research is a systematic literature review (SLR). The database obtained was 16 articles selected from the Scopus and Google Scholar databases with Publish or Perish (PoP). The results of the research found were the majority of students experienced misconceptions in learning chemistry caused by errors in preconceptions and abstract thinking concepts in the material, the method used to analyze the misconceptions found was a two-level, three-level, four-level diagnostic instrument, multiple choice, and semi-open tests and The misconceptions found in chemistry materials are acid-base, reaction rate, chemical equilibrium, chemical bonding, salt hydrolysis, and buffer solution.
Creative Thinking Skills in Chemistry Learning: A Systematic Literature Review Putri, Sarmila Eka; Arthamena, Vegha Dwi; Retiyanto, Hana’ Fadhilah; Shiddiqi, Muhammad Habib Ash; Suyanta, Suyanta
Jurnal Penelitian Pendidikan IPA Vol 10 No 4 (2024): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i4.6343

Abstract

Creative thinking is one of the abilities needed in facing the 21st century era. Various problems in learning chemistry make students have to be creative thinkers to solve the problems they face. This study aims to determine creative thinking skills in chemistry learning. The method used is Systematic Literature Review (SLR) which adopts 5 stages from Denyer and Tranfield with the criteria of articles on creative thinking skills in learning chemistry indexed by Scopus, Sinta 1, and Sinta 2 from 2014 to 2023, full text and open source. There were 17 articles that fit these criteria. The results of the literature review show that most studies involve chemistry education students as prospective teachers who have an important role in developing students' creative thinking skills. In addition, most studies aim to investigate the effect of learning models on creative thinking skills. Project Based Learning (PjBL) model with a STEM approach is the most effective learning used to improve creative thinking skills with student learning outcomes of 83.00. Based on the results of the literature review, it was found that there is a positive relationship between learning outcomes and creative thinking skills. The better students' learning outcomes, the better their creative thinking skills.
The Impact of Problem-Based Learning on Students' Problem-Solving Skills and Learning Motivation: A Perspective on Learning Styles Chaniago, Muhammad Akbar; Arianingrum, Retno; Shiddiqi, Muhammad Habib Ash
Jurnal Penelitian Pendidikan IPA Vol 11 No 5 (2025): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i5.11045

Abstract

Problem-solving ability and learning motivation are essential in chemistry learning, yet often overlooked in conventional instruction. This study investigates the effects of problem-based learning (PBL) versus discovery learning on students’ problem-solving ability and motivation, while also examining the influence of learning styles. Using a quasi-experimental pretest-posttest control group design, XI MIPA students at SMA Negeri 9 Bengkulu City were assigned to either a PBL or discovery learning group. Data were collected through tests, questionnaires, and learning style inventories, and analyzed using MANOVA. Results indicated no significant difference between the two models in improving problem-solving ability or motivation. However, learning styles significantly affected both outcomes, with visual, auditory, and kinesthetic learners performing differently. PBL contributed modestly to both variables (2.4% for problem-solving, 0.4% for motivation), and no interaction effect with learning styles was found. These findings highlight the need to align teaching strategies with students' learning styles to support more effective learning. The study offers practical implications for fostering adaptive instruction in chemistry classrooms and enhancing scientific literacy.
Co-Authors Arthamena, Vegha Dwi Ayyubi, Mizzan Chaniago, Muhammad Akbar Manarisip, Alessandro Jeremi Nurason, Febri Nurfina Aznam Putri, Sarmila Eka Retiyanto, Hana' Fadhilah Retiyanto, Hana’ Fadhilah Retno Arianingrum Suyanta Suyanta