Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Chemedu: Jurnal Ilmiah Pendidikan Kimia J-PEK (Jurnal Pembelajaran Kimia)
Ekin Dwi Arif Kurniawan
Universitas Negeri Medan
Chemistry Education Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Strategi Pembelajaran Problem-Based Learning untuk Meningkatkan Literasi Sains Siswa pada Mata Pelajaran Kimia: Kajian Literatur Terkini Mutia Ardila; Ekin Dwi Arif Kurniawan; Alfira Julian Pratiwi; Rafidah Almira Samosir
ChemEdu Vol 7, No 1 (2026)
Publisher : Jurusan Kimia FMIPA UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/chemedu.v7i1.83560

Abstract

Pembelajaran abad ke-21 menuntut peserta didik memiliki kemampuan literasi sains yang memadai, khususnya dalam memahami materi kimia yang kompleks dan abstrak. Namun, hasil asesmen internasional menunjukkan bahwa kemampuan literasi sains siswa, termasuk di Indonesia, masih belum optimal. Penelitian ini bertujuan untuk menganalisis penerapan model Pembelajaran Berbasis Masalah (Problem Based Learning/PBL) dalam meningkatkan literasi sains pada pembelajaran kimia di tingkat Sekolah Menengah Atas (SMA/MA). Metode yang digunakan adalah Systematic Literature Review (SLR) dengan menganalisis artikel yang diterbitkan antara tahun 2018 hingga 2024. Berdasarkan hasil analisis diperoleh 13 artikel yang memenuhi kriteria inklusi untuk dianalisis. Hasil tinjauan menunjukkan bahwa penerapan PBL secara konsisten memperkuat pemahaman konsep sains secara mendalam dan meningkatkan keterampilan berpikir kritis serta pemecahan masalah siswa. Model pembelajaran ini tidak hanya mendukung prestasi akademik, tetapi juga membantu siswa mengaitkan ilmu yang dipelajari dengan situasi nyata, sehingga meningkatkan kualitas literasi sains yang dibutuhkan dalam pembelajaran kimia saat ini.
Development of the AI-Assisted Android-Based ChemisFun Application to Enhance Motivation and Learning Outcomes in Basic Laws of Chemistry: English Ekin Dwi Arif Kurniawan; Haqqi Annazili Nasution; Dimas Ridho; Rafidah Almira Samosir; Alfira Julian Pratiwi; Mutia Ardila; Jaman Fahmi; Rima Agustia Utami
J-PEK (Jurnal Pembelajaran Kimia) Vol. 11 No. 1 (2026): J-PEK (Jurnal Pembelajaran Kimia)
Publisher : Department of Chemistry, Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977//um026v11i12026p073

Abstract

This study developed and evaluated ChemisFun, an AI-assisted Android application for learning the Basic Laws of Chemistry. The application was developed using the ADDIE model and designed around Discovery Learning, incorporating animated videos, data-exploration activities, games, and a multiple-choice evaluation feature. AI supported content development only: Gemini AI created illustrations, ChatGPT assisted in preparing learning materials and questions, and Flow AI generated videos representing macroscopic, submicroscopic, and symbolic aspects of chemistry. The application and its AI-generated content were checked through validation by one material expert and one media expert, with test items judged by two assessment experts; mean scores for the material and media validation were 4.50 and 4.54, respectively (very feasible). A single-group pretest–posttest design was used with 72 undergraduate students of Universitas Negeri Medan who owned Android devices. The intervention was one 100-minute session (excluding the pretest, posttest, and questionnaire) in which two lecturers acted as facilitators and students used ChemisFun independently. The mean score on a 20-item multiple-choice test increased from 47.85 to 90.56 (Wilcoxon signed-rank test, p < 0.001); the mean normalized gain (N-gain) was 0.81 (high), with 52 students in the high and 20 in the medium category. Motivation, measured only once after the session, was very high (M = 4.69). These findings indicate that ChemisFun met the expert-feasibility criteria and that its use was followed by substantial learning gains and high reported motivation. Without a control group or delayed posttest, causal effects and long-term retention cannot be established.
Co-Authors Alfira Julian Pratiwi Dimas Ridho Haqqi Annazili Nasution Jaman Fahmi Mutia Ardila Rafidah Almira Samosir Rima Agustia Utami