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All Journal Jurnal Pemberdayaan Masyarakat Journal of Environment and Sustainability Education
Alif Syaiful Adam
National Taiwan University of Science and Technology, Taiwan
Chemistry Education Environmental Science Physics Social Sciences Other

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Designing Virtual Ethnophysics Kekehan on Moment of Inertia and Angular Momentum: Analyzing Students' Creative Thinking Skills Adrian Bagas Damarsha; Nadi Suprapto; Eko Hariyono; Elisa Dwi Yuliatin; Joenathan Eka Prasetya; Mita Sofita; Husni Mubarok; Septian Rahman Hakim; Alif Syaiful Adam
Jurnal Pemberdayaan Masyarakat Vol 5, No 2 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v5i2.760

Abstract

Creative thinking skills are fundamental to education, so a strategy to improve them in line with the current era is needed. Therefore, there needs to be a combination of improving creative thinking skills with learning grounded in culture and humanism. This study aims to describe creative thinking skills, learning needs, media design, and media validity. This study used a development design with a 3D scheme (Define, Design, Development). Data collection was conducted through observation, design, and validity testing. The results showed that students' creative thinking skills were low. Additionally, in physics, students still require visualizations of the concepts presented. Furthermore, the observation results revealed that students support the media development. This posed a challenge for researchers in developing SiVEKa (Simulasi Virtual Ethnophsyics Kekehan). In the media design process, the researcher based the design on student observations and the relevant learning theory. The validity results indicated that the SiVEKa media was highly valid, enabling further testing. In addition, this study contributes to preserving culture through learning. This study hopes to contribute to learning using ethno-integrated technology.
Assessment for learning in chemistry learning: One of the best ways to improve learning outcomes Tri Amelia Khoirun Nisa; Muchlis Muchlis; Alif Syaiful Adam
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.243

Abstract

The integration of macroscopic, submicroscopic, and symbolic representations remains a major challenge in chemistry education, particularly when teaching abstract concepts such as electrolyte and nonelectrolyte solutions. This study aimed to investigate the implementation of the Assessment for Learning (AfL) approach and examine its effectiveness in improving students’ conceptual understanding of this topic. A pre-experimental study with a one-group pretest–posttest design was conducted involving 36 eleventh-grade students from a public senior high school in Surabaya. Data were collected using a validated 12-item conceptual understanding test and analyzed using the Wilcoxon signed-rank test and N-gain analysis. The results showed a significant improvement in students’ learning outcomes, with the mean score increasing from 43.26 in the pretest to 89.72 in the posttest. The Wilcoxon test produced an Asymp. Sig. (2-tailed) value of 0.000 (<0.05), indicating a statistically significant difference between the pretest and posttest scores. Furthermore, the N-gain analysis revealed that 91.67% of students achieved a high category of improvement in conceptual understanding. These findings demonstrate that the systematic implementation of AfL strategies clarifying learning objectives, facilitating productive classroom discussions supported by student activity sheets, providing continuous formative feedback, and activating students as owners of their learning effectively supports students in connecting different levels of chemical representation. This study suggests that integrating formative assessment into classroom instruction can help teachers identify and address students’ misconceptions during the learning process, thereby promoting deeper conceptual understanding in chemistry education.
Co-Authors Adrian Bagas Damarsha Elisa Dwi Yuliatin Hariyono, Eko Husni Mubarok Joenathan Eka Prasetya Mita Sofita Muchlis Muchlis Nadi Suprapto Septian Rahman Hakim Tri Amelia Khoirun Nisa