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All Journal International Journal of Contextual Science Education
Faizul Bayani
Qamarul Huda Badaruddin Bagu University
Decision Sciences, Operations Research & Management Education Other

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Meeting 21st-Century Challenges: Cultivating Critical Thinking Skills through a Computational Chemistry-Aided STEM Project-Based Learning Approach Hulyadi Hulyadi; Faizul Bayani; Ferniawan; Sri Rahmawati; Liswijaya; Intan Kusuma Wardani; Ni Nengah Sri Swati
International Journal of Contextual Science Education Vol. 2 No. 1 (2024): January - March 2024
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v2i1.609

Abstract

This research aims to explore the impact of a computational chemistry-supported STEM Project-Based Learning (PjBL-STEM) application on fostering critical thinking competencies. The project focuses on green energy, utilizing waste cooking oil and aluminum to enhance students' critical thinking skills. A pre-experimental design was employed for this study, involving a sample of 22 students. Data were collected using the 21st-Century Skills Usage Scale, along with structured and semi-structured interview forms. Critical thinking was assessed through a descriptive test comprising 10 questions. The collected data were analyzed using the Wilcoxon Signed Rank Test and thematic analysis techniques. The analysis revealed a significant improvement in the students' 21st-century skills, such as autonomy, collaboration, environmental sensitivity, communication, problem-solving, creativity, responsibility, and IT literacy. Particularly notable was the students' ability to interpret structured and patterned graphical data, which they found easier to understand compared to image and narrative data. The N-gain test results indicated that the STEM-PjBL model had a positive impact on developing critical thinking abilities, with 50% of students achieving medium and high categories. Overall, the STEM-PjBL model positively influenced the development of critical thinking competencies.
Initial Psychometric Assessment of a Multidimensional Concept Test Addressing Ethnomedicine, Phytochemistry, and DPPH–IC50 Antioxidant Assay Analysis Faizul Bayani; Joni Rokhmat; Aliefman Hakim; AA Sukarso
International Journal of Contextual Science Education Vol. 4 No. 2 (2026): April - June 2026 (In Press)
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v4i2.1617

Abstract

Multidisciplinary training involving ethnomedicine and ethics, phytochemistry, and antioxidant bioassay analysis requires students to integrate normative reasoning, chemical concepts, and quantitative data analysis. Therefore, foundational competency and assessment quality must be established before diagnostic application. This study evaluated the first psychometric effectiveness of a multidomain idea test and outlined pre-intervention baseline performance across the three domains. The examination was administered to fifth-semester undergraduate pharmacy students enrolled in the Phytochemistry course at the Faculty of Health and Science, UNIQHBA Bagu. A 28-item mixed-format assessment, comprising multiple-choice, constructed-response, and numerical items (maximum score of 32), was administered to N = 41 pupils. Subsequently, descriptive statistics and indices from Classical Test Theory were computed, including Cronbach's alpha, item difficulty (p), D27 discrimination, and adjusted item-total correlations. The most challenging and simplest collections of objects were employed to encapsulate the extreme items. The average total score was 19.90 out of 32 (62.20% ± 13.05%), the median was 20, the range was 11 to 29, and 9 students (about 22.0%) achieved the ≥70 criterion. The performance in the domain was inconsistent. Ethnomedicine and ethics achieved a score of 7.88 ± 1.25 (78.80% of the maximum), phytochemistry received 7.29 ± 2.15 (72.90%), and DPPH–IC50 interpretation got 4.73 ± 2.54 (39.40%). The reliability was acceptable (alpha = 0.756), but the item diagnostics revealed floor and ceiling effects, along with DPPH–IC50 items that were notably challenging. The technique is suitable for initial diagnostic profiling and highlights DPPH–IC50 quantitative interpretation as the main baseline gap, thereby promoting targeted scaffolding and item adjustment to improve differentiation across the ability spectrum
Co-Authors AA Sukarso Aliefman Hakim Ferniawan Hulyadi Hulyadi Intan Kusuma Wardani Joni Rokhmat Liswijaya Ni Nengah Sri Swati Sri Rahmawati