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p-Index From 2021 - 2026
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All Journal Journal of English Language Teaching, Linguistics, and Literature Studies Indonesian Journal on Learning and Advanced Education (IJOLAE)
Dini Noor Arini
College of Education, Washington State University
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Developing Interest-Based Teaching Materials in Chemistry Ed: Advancing Pedagogical Practices for Pre-service Teachers Engagement Almubarak Almubarak; Parham Saadi; Yusuf Al Arief; Dini Noor Arini
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 2, May 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i2.8741

Abstract

Interest is an essential element in designing chemistry learning. Teaching students based on interest trains sensitivity and as a reinforcement of chemical content, including triggering students' thinking processes through relevant teaching materials. However, the development of teaching materials focused on the interest approach is still limited, especially in chemistry education in higher education. The research method uses the ADDIE development model (analyse, design, develop, implement, evaluate), with data collection techniques using questionnaires, observation, and documentation, including product feasibility criteria (valid, practical, and effective). The data analysis technique uses a quantitative approach, especially in the aspects of validity to product effectiveness. The results show that the products obtained through the development model and show that the product is declared feasible, with a high validity of 88.80%, practical implementation of 94% (aspect of implementation), and effectiveness in learning management of 94% (aspect of teacher ability to manage learning). Developing interest-based teaching materials is a strategic step to improve students' structure and mental models as prospective teachers, including conceptual understanding and intrinsic motivation. Thus, empowerment of interest influences students' thinking ability, which also helps them experience cognitive transformation as an improvement in mental structure and model in understanding context. This research is also a provision to face various global challenges that are increasingly complex and connected.
Steinbuch’s Epistemological Model and the Reality of Particles: A Philosophical Perspective for Chemistry Education Almubarak Almubarak; Nahadi Nahadi; Galuh Yuliani; Corrienna Abdul Talib; Dini Noor Arini
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 1, January 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i1.23911

Abstract

Atoms are considered entities that independently originate from human thought and perception based on a materialist perspective. In terms of the scientific model concept, Steinbuch (1977) created a scheme to indicate the epistemological process in science called “thinking in model terms.” This scheme is the basis for understanding matter as reality. The purpose of the study is to explain the philosophical review of the study of the concept of particles as matter. This review can make students and teachers aware of the importance of a thinking model for understanding science. The implementation of the study used “reviewing the literature” with theoretical interventions from various literatures through five stages, namely identifying vital terms, locating literature, critically evaluating and selecting the literature for your review, organizing the literature, and writing a literature review. The study results show that a philosophical review of the understanding of particles as matter that is real is an essential component of holistically understanding science. Understanding based on Steinbuch's scheme, “thinking in model terms,” significantly impacts civilization, including chemistry education. The scheme's application also trains participants' representational abilities, especially at the particulate level, so that the chemistry knowledge obtained is meaningful to participants.
English Teachers’ Utilization of the Merdeka Mengajar Platform South Kalimantan Yasyir Fahmi Mubaraq; Yulieda Hermaniar; Yulida Khairunnisa; Dini Noor Arini
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 6, No 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v6i1.3851

Abstract

The integration of digital learning technologies has transformed educational practices worldwide, especially in the era of Kurikulum Merdeka in Indonesia. The Merdeka Mengajar Platform (MMP) was introduced by the Ministry of Education, Culture, Research, and Technology to enhance teachers’ pedagogical competence, provide professional learning materials, and facilitate innovative classroom practices. However, the extent to which Englist teachers in South Kalimantan utilize this platform remains underexplored. This study aimed at investigating the perception, frequency, and challenges associated with the use of Merdeka Mengajar Platform among English teachers. A qualitative survey designed was employed, and data were collected from 100 English teachers through a structured online questionnaire. The study examines teachers’ perspective using two frameworks: the Teachnology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework. The analysis revealed that 96.5% of respondents perceived the platform as beneficial, yet it needs policy interventions to improve accessibility, technical support, and motivational strategies. This research contributes to the understanding of technology integration in language education and offer empirical evidence for further refinement of the Merdeka Mengajar Platform.Keywords: Merdeka Mengajar Platform, Teacher Competence, Digital Pedagogy, English Educatio
Co-Authors Almubarak Almubarak Almubarak Almubarak Corrienna Abdul Talib Galuh Yuliani Nahadi Nahadi Parham Saadi Yasyir Fahmi Mubaraq Yulida Khairunnisa Yulieda Hermaniar Yusuf Al Arief