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Jurnal Pendidikan MIPA
Published by Universitas Lampung
ISSN : 14112531     EISSN : 26855488     DOI : http://doi.org/10.23960/jpmipa
Core Subject : Education,
Education
Jurnal Pendidikan MIPA (JPMIPA) focused on mathematics education, science education, and the use of technology in the educational field. In more detail, the scope of interest are, but not limited to: STEM/STEAM Education Environmental and Sustainability Education Scientific Literacy Computer-based Education and Digital Competence Higher Order Thinking Skills Multicultural and Inclusive Education Attitude towards Mathematics and Science Learning Models, Methods, Strategies of Math & Science Learning Virtual and Blended Learning Teacher Education
Arjuna Subject : Ilmu Sosial - Pendidikan
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Search results for "Accommodating Diverse Learning Styles in Undergraduate Chemistry" : 1 Documents clear
Accommodating Diverse Learning Styles in Undergraduate Chemistry: A Mixed-Methods Study on Differentiated Interactive Learning Materials Munawwarah, Munawwarah; Side, Sumiati; Ilmi, Nurul
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2366-2381

Abstract

This study investigates chemistry students’ perceptions of Interactive Learning Materials (ILMs) developed using a differentiated instruction approach. The research employed a mixed-methods design involving 62 undergraduate students in the Chemistry Education Program, Universitas Negeri Makasar, Indonesia, who completed a perception questionnaire and a validated online learning-style assessment. Descriptive analysis revealed that students’ overall perceptions of the ILMs were highly positive across six dimensions: preliminary experience, relevance, conceptual comprehension, differentiation, motivation, and effectiveness. In addition, a Kruskal–Wallis inferential test was conducted on a subset of 46 valid respondents to examine whether perception scores differed significantly across learning-style groups. The results indicated no statistically significant differences among the seven learning-style categories (H (6, 46) = 4.72, p = .58), suggesting that the ILMs were perceived positively and consistently across all groups. Qualitative responses further supported these findings, highlighting that kinesthetic learners valued interactive features but desired richer hands-on engagement. Overall, the study confirms that ILMs with differentiated pathways can effectively support diverse learners in mastering abstract chemistry concepts, while emphasizing the need for future development to integrate more kinesthetic and exploratory elements.   Keywords: interactive learning materials, differentiated instruction, learning styles, chemistry education, student perceptions.

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