Article Per Year (5 Year)
p-Index From 2021 - 2026
2.096
P-Index
This Author published in this journals
All Journal AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan IPA (JPPIPA) JMM (Jurnal Masyarakat Mandiri) Jurnal Inovasi Pendidikan dan Sains Jurnal Inovasi Pendidikan Sains (JIPS) International Journal of Educational Management and Innovation (IJEMI) Jurnal Abdi Masyarakat Indonesia AMPLITUDO: Journal of Science & Technology Innovation PESHUM Sasambo: Jurnal Abdimas (Journal of Community Service)
Dyah Permata Sari
Faculty Of Mathematics & Natural Sciences, Universitas Negeri Surabaya, Jl. Komplek Universitas Negeri Surabaya Gedung D1, Jl. Ketintang Selatan, Kota Surabaya 60231, Jawa Timur, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
Scientific Creativity and Argumentation in Inquiry-Based and Blended Science Learning: Implications for Quality Education (SDG 4) through an Integrative IAC Framework Dyah Permata Sari; Madlazim Madlazim; Mustaji Mustaji; Binar Kurnia Prahani; Baba Musta; Khaista Rehman; Yan Putra Timur
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.v5i2.715

Abstract

This study systematically reviews the relationship between scientific creativity and scientific argumentation within inquiry-based and blended science learning, with implications for achieving Sustainable Development Goal 4. Following PRISMA 2020 principles, the review synthesizes 48 peer-reviewed studies published from 2015 to early 2026 across Scopus, Web of Science, and ERIC. The findings show that inquiry-based learning provides the epistemic foundation for both creativity and argumentation, while blended and digitally supported environments extend discourse, collaboration, and multimodal representation. Argumentation functions as a convergent epistemic filter that validates, refines, and strengthens creative scientific ideas. Based on these findings, the study proposes an integrative Inquiry-Argumentation-Creativity framework in which creativity is generated through inquiry and refined through evidence-based argumentation in blended environments. The synthesis suggests that future research should combine longitudinal designs with learning analytics, natural language processing, and multimodal analysis to better capture how creativity and argumentation develop over time.
Examining The Impact of The ALLR Learning Cycle on Undergraduate Students’ Conceptual Understanding in General Chemistry: A Pre-Experimental Study Ernita Vika Aulia; Wahono Widodo; Dhita Ayu Permata Sari; Laily Rosdiana; Dyah Permata Sari
International Journal of Educational Management and Innovation Vol. 7 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i2.14688

Abstract

Background. Understanding solution concepts in general chemistry remains challenging for undergraduate students due to their abstract and procedural complexity. This study investigates the effectiveness of the ALLR (Activity-based–Lesson–Learn–Reflection) approach in enhancing students’ conceptual understanding. Methods. A pre-experimental one-group pretest–posttest design was conducted with 29 first-semester Science Education students at an Indonesian university. Conceptual understanding was measured using a validated 20-item multiple-choice test covering four indicators: concept restatement, identification of examples and non-examples, procedural application, and problem solving. Results. The findings indicate a substantial improvement in conceptual understanding, with mean scores increasing from 52.93 to 80.52 and the overall achievement level rising from moderate (53%) to very good (81%). The highest gain was observed in problem-solving performance (58% to 89%), with an N-gain value of 0.59, indicating moderate effectiveness. Conclusion. This study provides empirical evidence for the ALLR approach as a coherent pedagogical framework that integrates experiential learning, conceptual consolidation, and structured reflection to support deep conceptual understanding in abstract chemistry topics. Despite limitations of the pre-experimental design and sample size, the findings suggest that ALLR holds pedagogical potential to improve conceptual understanding and problem-solving in general chemistry, particularly in science teacher education.
Co-Authors Ahmad Fauzi Hendratmoko Ahmad Qosyim Alifiyah Khayran Maghfirani An Nuril Maulida Fauziah Arifa Syilfisia Ula Baba Musta Binar Kurnia Prahani Dayinta Septi Nugrahini Dhian Gowinda Luh Safitri Dhita Ayu Permata Sari Ernita Vika Aulia Ernita Vika Aulia Ernita Vika Aulia Fatimatuz Zahro Hasan Subekti HASAN SUBEKTI Hidayati, Siti Nurul Isabel Wisnain Khaista Rehman Madlazim Madlazim Madlazim Madlazim Madlazim Madlazim Maulidya Ryscha Amelya Melia Dwi Widayanti Muhamad Arif Mahdiannur Mustaji Mustaji Oriendra Mutiara Naia Putri Marsya Rosdiana, Laily Shofinatus Sa’adah Siti Nurul Hidayati Siti Nurul Hidayati Susi Dwi Pebrianti Wahono Widodo Wahono Widodo Wahono Widodo Wahono Widodo Wahono Widodo Yan Putra Timur