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All Journal JPS Unimus LAVOISIER: Chemistry Education Journal LAVOISIER: Chemistry Education Journal
Ikmalia, Helwa
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Chemistry Education Environmental Science Physics Social Sciences Other

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Implementation of Wordwall Media on Students’ Motivation and Chemistry Learning Outcomes in the Colligative Properties of Solutions Topic Ikmalia, Helwa; Bahriah, Evi Sapinatul
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.17400

Abstract

Student learning motivation in chemistry is often low due to passive and less engaging learning methods, so interactive learning media are needed that can increase engagement and learning outcomes. This study aims to examine the effect of using gamification-based learning media, Wordwall, on student motivation and learning outcomes in the colligative properties of solutions. The study used a quantitative descriptive method with a sample of 35 students of class XII Sainkes 4 SMAN X Bogor Regency. Motivation was measured using a Likert scale questionnaire with six indicators, while learning outcomes were obtained from Mid-Semester Assessment scores and essay assignments. The results showed that the average student learning motivation reached 71% (good category) and the average learning outcome score was 87.2, with female students' motivation and learning outcomes slightly higher than male students, although the difference was not significant. These findings indicate that Wordwall has the potential to increase student engagement and motivation, although the descriptive design of the study does not allow for direct causal conclusions. The practical implication of this study is that the use of Wordwall as an interactive learning strategy can help teachers create more engaging, relevant, and participatory learning experiences in chemistry classes. This research is academically relevant because it highlights the understudied use of gamification-based digital media in the context of chemistry motivation and learning outcomes. The results also open up further research directions with experimental designs, larger samples, and the testing of additional factors such as digital self-efficacy or comparisons of various digital media to strengthen empirical evidence of the influence of interactive media on motivation and learning outcomes.
Implementation of Wordwall Media on Students’ Motivation and Chemistry Learning Outcomes in the Colligative Properties of Solutions Topic Ikmalia, Helwa; Bahriah, Evi Sapinatul
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.17400

Abstract

Student learning motivation in chemistry is often low due to passive and less engaging learning methods, so interactive learning media are needed that can increase engagement and learning outcomes. This study aims to examine the effect of using gamification-based learning media, Wordwall, on student motivation and learning outcomes in the colligative properties of solutions. The study used a quantitative descriptive method with a sample of 35 students of class XII Sainkes 4 SMAN X Bogor Regency. Motivation was measured using a Likert scale questionnaire with six indicators, while learning outcomes were obtained from Mid-Semester Assessment scores and essay assignments. The results showed that the average student learning motivation reached 71% (good category) and the average learning outcome score was 87.2, with female students' motivation and learning outcomes slightly higher than male students, although the difference was not significant. These findings indicate that Wordwall has the potential to increase student engagement and motivation, although the descriptive design of the study does not allow for direct causal conclusions. The practical implication of this study is that the use of Wordwall as an interactive learning strategy can help teachers create more engaging, relevant, and participatory learning experiences in chemistry classes. This research is academically relevant because it highlights the understudied use of gamification-based digital media in the context of chemistry motivation and learning outcomes. The results also open up further research directions with experimental designs, larger samples, and the testing of additional factors such as digital self-efficacy or comparisons of various digital media to strengthen empirical evidence of the influence of interactive media on motivation and learning outcomes.
Identification of Chemical Science Literacy Skills of Madrasah Aliyah Students in the Environmental Science Competency Aspect Ikmalia, Helwa; Irwandi, Dedi; Bahriah, Evi Sapinatul
Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang Vol 14, No 1 (2026): JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
Publisher : Pendidikan Kimia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.14.1.2026.59-66

Abstract

Scientific literacy, particularly environmental science competency, is essential for enabling students to understand and respond to contemporary environmental challenges. However, research on chemical science literacy in Islamic senior high schools (madrasah), especially in suburban regions, remains scarce — particularly studies linking the Fundamental Laws of Chemistry to the PISA 2025 environmental science competency framework. This study aimed to identify the level of chemical science literacy of 578 students from State Islamic Senior High Schools in Bogor Regency using a quantitative descriptive survey. Data were collected through a 40-item science literacy test based on the PISA 2025 framework, assessing three indicators: explaining human interactions with Earth systems, evidence-based environmental decision making, and respecting diverse perspectives in socio- ecological crises. Results showed students achieved a high overall level of chemical science literacy. The highest achievement was explaining human interactions with Earth systems, while evidence-based decision-making was the lowest. These findings imply that chemistry teachers should integrate inquiry-based and socio-scientific strategies into instruction, and that curriculum developers should embed PISA-oriented environmental tasks to strengthen students' scientific decision-making competency.
Co-Authors Dedi Irwandi Evi Sapinatul Bahriah