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All Journal Jurnal Inovasi Teknologi Pendidikan JKPK (Jurnal Kimia dan Pendidikan Kimia)
Rezani, Muhammad Ismi
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Chemical Engineering, Chemistry & Bioengineering Chemistry Education

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Articulate Storyline chemistry learning with socio-scientific issues to enhance students' critical thinking Khadijah, Siti; Sholahuddin, Arif; Nora’in, Miranda; Humaira, Norsifa; Rosita, Febry; Rezani, Muhammad Ismi
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 4 (2025): December (On Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i4.88558

Abstract

Critical thinking is essential for students’ academic and life success, yet many students perform poorly because instructional approaches often fail to promote higher-order thinking. This study developed an interactive learning medium that integrates Socio-Scientific Issues (SSI) using Articulate Storyline and evaluated its validity, practicality, and effectiveness in improving students’ critical thinking about chemical bonding. The research employed a Research and Development (R&D) design based on the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Participants were 67 eleventh-grade students (34 from XI-1 and 33 from XI-4), aged 15–16 years. Data were collected using validation sheets, questionnaires, observation sheets, and pretest–posttest critical thinking tests. Results showed the media was valid (content validity index = 0.97), highly practical (mean practicality score = 4.33), and effective (mean N-gain = 0.77), indicating substantial improvement in students’ critical thinking. The study concludes that SSI-based interactive materials developed with Articulate Storyline are feasible and effective for teaching chemical bonding; theoretically, the findings support the role of SSI and digital interactive media in fostering higher-order thinking, and practically, teachers are recommended to adopt these materials to enhance critical-thinking instruction.
Development and Evaluation of Articulate Storyline-Based Interactive Media: Integration of Socio-Scientific Issues in Hydrocarbon Learning to Enhance Students’ Critical Thinking Skills Nora'in, Miranda; Sholahuddin, Arif; Humaira, Norsifa; Rosita, Febry; Khadijah, Siti; Rezani, Muhammad Ismi
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 10, No 2 (2025): JKPK (Jurnal Kimia dan Pendidikan Kimia)
Publisher : Program Studi Pendidikan Kimia FKIP Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkpk.v10i2.105973

Abstract

Critical thinking enables students to make informed decisions, resist misinformation, and construct deeper disciplinary understanding, yet it remains underdeveloped in many classrooms. This study developed and evaluated an interactive hydrocarbon learning medium created with Articulate Storyline and integrating socioscientific issues (SSI) within the ADDIE framework (Analysis, Design, Development, Implementation, Evaluation). The research was conducted at an Islamic boarding school in Banjarmasin with 61 students (individual try-outs: n = 5; small-group trials: n = 10). Instruments—questionnaires, observation sheets, and tests—were aligned to Facione’s six critical-thinking indicators and used to assess validity, practicality, and effectiveness. Content and media validity were high (expert ratings: 0.89 and 0.88), internal consistency was acceptable (Cronbach’s alpha = 0.86), and practicality was rated very good (mean = 4.59). Effectiveness analyses showed substantial learning gains (normalized gain, n-gain = 0.77 and 0.78) and statistically significant pre- to post-improvements (paired t-tests, p < 0.001), indicating the medium effectively enhances students’ critical thinking in chemistry. Limitations include the focus on a single topic (hydrocarbons), a single site with a modest sample, and no assessment of other skills or long-term retention. Within these bounds, the media demonstrate strong quality and practical classroom value, supporting teachers to design engaging, student-centered instruction that cultivates deeper thinking.
Co-Authors Arif Sholahuddin Humaira, Norsifa Nora'in, Miranda Nora’in, Miranda Rosita, Febry Siti Khadijah