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All Journal Jurnal Ilmiah WUNY AMPLITUDO: Journal of Science & Technology Innovation Control Systems and Optimization Letters Jurnal Pendidikan IPA Indonesia Indonesian Journal of Applied Science and Engineering
Rasamimanana Joronavalona
University of Antananarivo
Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Engineering Public Health

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Literacy and Research-oriented Cooperative Problem-based Learning Model: Bridging Students' Chemical Literacy to Support Sustainable Education Faiz Ilham Pratama; Eli Rohaeti; Endang Widjajanti Laksono; Rasamimanana Joronavalona
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.35071

Abstract

Sustainable education can be achieved through an innovative learning process, and one way to do so is to use a high-quality learning model. Literacy and Research-Oriented Cooperative Problem-Based Learning (LIRACLE) is a new learning model developed for undergraduate learning. LIRACLE is adapted from Problem-based learning, cooperative learning, research learning, and literacy-oriented learning. This study aims to examine the effect of the LIRACLE learning model on undergraduate students' chemical literacy. The research employed a quasi-experimental, post-test-only control-group design with undergraduate chemistry students. The instrument used is a chemical literacy rubric. The data were analyzed using an independent-samples t-test. The result of the independent sample t-test is the Asymp. Sig. (2-tailed) of 0.000. This result is below 0.05, indicating a significant difference between the groups using the LIRACLE and PBL learning models in chemical literacy skills. These findings indicate that the LIRACLE learning model significantly improves undergraduate students' chemical literacy compared to the PBL model. Therefore, LIRACLE has the potential to support the development of students' chemical literacy in undergraduate learning.
Mapping the Role of Electrochemistry in Advancing Sustainable Development through Chemistry Education Hajidah Salsabila Allissa Fitri; Alfian Ma'arif; Salman Rashid; Davira Oxana Kalyazifa; Rasamimanana Joronavalona
Control Systems and Optimization Letters Vol 4, No 1 (2026)
Publisher : Peneliti Teknologi Teknik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59247/csol.v4i1.313

Abstract

The integration of electrochemistry and sustainable development has gained increasing scholarly attention in response to global energy transitions and sustainability agendas. This study maps the evolution, intellectual structure, and emerging themes of research at the intersection of electrochemistry, sustainable development, and chemistry education using a bibliometric approach. A total of 2,204 publications indexed in Scopus between 2000 and 2026 (with 2026 data limited to publications available up to February) were analyzed using Biblioshiny and VOSviewer. The results show a sharp increase in publication output after 2018, reflecting growing interest in sustainability-oriented electrochemical research. Research productivity and citation impact are concentrated in countries such as China and the United States, as indicated by publication counts and citation metrics. Thematic analyses reveal that dominant research areas are driven by technological domains, particularly lithium ion batteries, hydrogen production, electrocatalysis, and machine learning applications. Overlay and trend analyses further indicate the recent expansion of data-driven approaches in electrochemical research. However, only a limited proportion of publications explicitly address educational perspectives, indicating that pedagogical constructs remain peripheral within the field. In this study, transformative educational perspectives refer to approaches that integrate sustainability competencies, systems thinking, and real world problem solving into chemistry learning. The findings suggest a growing imbalance between rapid technological advancement and relatively limited pedagogical integration. This study provides a structured overview of research development and highlights the need for stronger alignment between electrochemical innovation and sustainability-oriented chemistry education.
Development and Validation of a Learning Independence Instrument for Chemistry Education Using Exploratory and Confirmatory Factor Analysis Feri Andi Syuhada; Eli Rohaeti; Hari Sutrisno; Azlan Kamari; Rasamimanana Joronavalona
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.792

Abstract

This study aimed to develop and validate a short-form instrument for assessing students’ learning independence in chemistry education among senior high school students using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). A quantitative survey was conducted involving 131 twelfth-grade science students from two public senior high schools in Sleman Regency, Indonesia, selected through random sampling. Data were collected using a 40-item questionnaire measured on a five-point Likert scale, with the items designed to assess students’ independence in managing, engaging in, and taking responsibility for their chemistry learning, and analyzed using EFA and CFA. The EFA, conducted using JASP version 0.95.4, identified a four-factor structure consisting of self-management, motivation, responsibility, and self-confidence and reduced the initial instrument to 34 items with factor loadings above 0.40. Subsequent CFA further refined the instrument into a parsimonious 14-item version with standardized factor loadings exceeding 0.50, indicating acceptable construct validity. Reliability analysis demonstrated acceptable construct reliability (CR > 0.60, ranging from 0.64 to 0.78). The average variance extracted (AVE) values ranged from 0.41 to 0.49, with self-management, motivation, and responsibility each obtaining an AVE value of 0.41, while self-confidence reached 0.49. Although these AVE values indicated marginal convergent validity, the constructs remained acceptable when evaluated alongside their adequate CR values. The findings suggest that the final 14-item instrument provides acceptable psychometric evidence and offers an empirically supported measure for assessing senior high school students’ learning independence in chemistry education, although further validation in broader chemistry-learning populations and educational settings is recommended
Strengthening Waste-Care Culture Through School–Community Synergy: A Quasi-Experimental Model Azwar Riza Habibi; Vivi Aida Fitria; Rasamimanana Joronavalona
Jurnal Ilmiah WUNY Vol. 8 No. 2 (2026): Jurnal Ilmiah WUNY
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jwuny.v8i2.97530

Abstract

Background: Indonesia's 2025 SIPSN data show 24.8 million tonnes of annual waste, of which 65.51% remains unmanaged—dominated by food waste (40.76%) and plastics (20.49%). Closing this gap requires behavioural change at the school and household level, not merely additional infrastructure. Objectives: This study examines whether an integrated school-education and community-empowerment intervention can move the three constitutive dimensions of waste-care culture—knowledge, attitude, and behaviour—within an eight-week cycle. Method: A quasi-experimental one-group pretest–posttest design was applied to simulated data covering 40 participants (20 students, 20 community members). The intervention comprised eight modules spanning waste literacy, school routine formation, waste-bank simulation, organic processing, social campaigns, and collaborative action. A 20-item five-point Likert questionnaire operationalised the three dimensions; analyses included paired samples t-test, Cohen's d_z, and normalized gain. Result: Total scores rose from 67.18 (SD = 5.53) to 80.93 (SD = 9.87). The paired t-test yielded t(39) = 11.70; p < 0.001, with a 95% CI of 11.45–16.05 points. The effect size was very large ( = 1.85); class N-Gain reached 0.42 (medium category). Response heterogeneity (13 low, 19 medium, 8 high gainers) emerged as a substantive finding. Conclusion: Education and community empowerment can be treated as a single change system; however, the single-group design and the simulated data require field verification with a control group before any generalisation can be made.
Mapping Research Trends of Technology Enhanced Project-Based Learning for Sustainable Chemistry Education Hajidah Salsabila Allissa Fitri; Alfian Ma’arif; Jaslin Ikhsan; Zafrullah Zafrullah; Shazia Aslam; Casphama Jovansyah Chaidir; Elysa Putri Agustin; Rasamimanana Joronavalona
Indonesian Journal of Applied Science and Engineering Vol. 3 No. 2 (2025)
Publisher : Peneliti Teknologi Teknik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59247/ijase.v3i2.173

Abstract

The integration of project-based learning, sustainability education, and educational technology has gained increasing attention in chemistry education as educators seek innovative approaches to address global sustainability challenges and develop students’ twenty first century competencies. However, the development of research in this area has not been systematically mapped within the Scopus indexed literature. Therefore, this study aimed to analyze publication trends, leading contributors, thematic development, and research gaps in technology enhanced project-based learning for sustainable chemistry education. A bibliometric approach was employed using English language literature retrieved from the Scopus database on May 11, 2026. The search process identified 485 English language publications, including articles, conference papers, and review papers published between 2010 and 2026. Bibliometric analyses were conducted using Biblioshiny in RStudio and VOSviewer to examine publication trends, collaboration networks, keyword co-occurrence patterns, and thematic development. The results indicate a substantial increase in research output, particularly after 2020, with 162 publications recorded in 2025, representing the highest annual output in the dataset. Indonesia emerged as the most productive contributor, accounting for 29.07% of the total publications, while Finland, the United States, and China demonstrated greater citation influence. Keyword analysis identified project-based learning, students, sustainability, engineering education, and green chemistry as dominant research themes. Thematic evolution revealed a shift from technology adoption and instructional innovation toward sustainability oriented learning and competency development. Emerging topics such as critical thinking, design thinking, and twenty first century skills have gained increasing attention in recent years. The findings suggest that although the Scopus indexed literature has experienced rapid growth, the integration of artificial intelligence, learning analytics, and adaptive educational technologies remains limited. This study provides a systematic mapping of the Scopus indexed, English language literature and offers directions for future research on technology enhanced sustainable chemistry education.
Co-Authors Alfian Ma’arif Azlan Kamari Azwar Riza Habibi Casphama Jovansyah Chaidir Davira Oxana Kalyazifa Eli Rohaeti Elysa Putri Agustin Endang Widjajanti Laksono FX Faiz Ilham Pratama Feri Andi Syuhada Hajidah Salsabila Allissa Fitri Hajidah Salsabila Allissa Fitri Hari Sutrisno Jaslin Ikhsan Salman Rashid Shazia Aslam Vivi Aida Fitria Zafrullah Zafrullah