Dual Mode Module as New Innovation in Learning Chemistry: Project Based Learning Oriented

Apriwanda, N Wimbi; Mahanan, Mangai Solomon; Ibrahim, Nor Hasniza; Surif, Johari; Osman, Sharifa; Bunyamin, Muhammad Abd Hadi

doi:10.3991/ijim.v15i18.24549

Cited by 5 publications

(5 citation statements)

References 23 publications

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“…The use of teaching materials or media, such as pictures, videos, animations, and others as mediators, is necessary to help students visualize a process or concept of chemistry so that it is easier to understand [22]. There is no denying that nowadays, most teachers have started integrating ICT in preparing teaching materials, such as videos from YouTube links, to provide learning materials for the students to understand the chemistry process.…”

Section: Problem Statementmentioning

confidence: 99%

E-Module problem-based learning on chemical equilibria to improve students’ higher-order thinking skills: an analysis

Rusli,

Ibrahim,

Hanri

et al. 2024

IJERE

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<span lang="EN-US">This study aimed to identify the specifications for developing a problem-based learning </span><span lang="EN-US">e-module for chemical equilibria to increase students’ higher-order thinking skills (HOTS). A qualitative approach with a semi-structured interview involving eight participants from form six teachers in Penang was utilized. The interview results were analyzed using NVivo 12 software by dividing the transcripts into several codes based on a thematic analysis approach. Four broad themes emerged from the need analysis interviews: i) the importance of chemical equilibria; ii) problems in teaching and learning chemical equilibria; iii) teaching strategy; iv) desired improvement. The findings of this study showed that the topic of chemical equilibria in form six syllabus is an important topic for students to master. Still, it is the most challenging concept for both students and teachers. Findings of the interviews also found that teachers need an e-module integrated with problem-based learning due to the lack of teaching resources, the content of the syllabus, and the lack of students’ thinking skills. Besides, teachers suggest variegating the content, strategies, and technology to develop the modules. These findings indicate that teachers are still unsatisfied with the existing teaching materials and strategies and, therefore require an e-module to meet their needs. All themes and codes of the findings are summarized using schematic diagrams. The results of this study are essential in designing and developing the e-module integrated with problem-based learning for the topic of chemical equilibria, which can be implemented and positively increase the HOTS level among form six students.</span>

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Section: Problem Statementmentioning

confidence: 99%

E-Module problem-based learning on chemical equilibria to improve students’ higher-order thinking skills: an analysis

Rusli,

Ibrahim,

Hanri

et al. 2024

IJERE

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“…It is called interactive because users interact and actively participate in usage. Technology-based interactive modules are a new alternative in the educational world (Apriwanda, Mahanan, Ibrahim, Surif, Osman, & Bunyamin, 2021;Solomon Mahanan, Ibrahim, Surif, & Ken Nee, 2021). In this era of digitization, teachers are innovating as much as possible in using technology in learning media for students.…”

Section: Interactive Module Based On Qr Codementioning

confidence: 99%

Interactive Module Based on QR Code to Increase Learning Interest in Entrepreneurship Course for College Students

Dewiyani,

Marini,

Khairunnisa

et al. 2024

JHETP

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This study examined the effect of an interactive module based on a QR Code on increasing the learning interest of college students at Universitas Muhammadiyah Jakarta in Indonesia. This study used the Research and Development (R&D) method to develop an interactive module based on a QR Code product and to test the effectiveness of the resulting product, and the researcher used an experimental form of one group pretest and post-test design. This research and development used the ADDIE model, which consists of 5 stages, analysis, design, development, implementation, and evaluation. The population in this study are college students at Universitas Muhammadiyah Jakarta in Indonesia. This study used simple random sampling with the Slovin formula consisting of 56 college students at Universitas Muhammadiyah Jakarta in Indonesia. In addition, the researcher used the paired sample t-test to test the hypothesis and the Kolmogorov-Smirnov t-test to test normality in this study. This study concludes that the interactive module based on QR codes increases the learning interest of college students at Universitas Muhammadiyah Jakarta in Indonesia.

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“…In this module, learning activities developed are to be conducted online. The use of module during online learning is effective potentially, such as the activities provided make students being active, which is appropriate technique [9].…”

Section: Problem Backgroundmentioning

confidence: 99%

Online Module for Acid and Base Topic Based on 5E Model

Shobri

Surif

Ibrahim

et al. 2021

Int. J. Interact. Mob. Technol.

Self Cite

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Alternative conception or misconception is one of the problems that often be experienced by the students in science subjects including chemistry due to its abstractness and wide scope to be learned. Previous studies found that students often have misconceptions on strength of acid and base topic such as misconception in determining factor that affect the strength of acid and base, differences between strong and weak acid and base as well as the effect of strength of acid and base on conductivity. To overcome these misconceptions, an online teaching and learning module using 5E instructional model was developed. Analysis, Design, Development, Implementation and Evaluation (ADDIE) model is used for research and development. The module used interactive tools and medias to make students being active and understand chemistry well. This module was validated by five experts in term of module objectives, module content, usability, flexibility, learning activities and language aspects with average is ninety percent. The results prove that the module is very good and has high validity. Therefore, the application of online module for acid and base topic based on 5E (Engage, Explore, Explain, Elaborate, Evaluate) model is suitable to be implemented in online teaching and learning process.

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Dual Mode Module as New Innovation in Learning Chemistry: Project Based Learning Oriented

Cited by 5 publications

References 23 publications

E-Module problem-based learning on chemical equilibria to improve students’ higher-order thinking skills: an analysis

E-Module problem-based learning on chemical equilibria to improve students’ higher-order thinking skills: an analysis

Interactive Module Based on QR Code to Increase Learning Interest in Entrepreneurship Course for College Students

Online Module for Acid and Base Topic Based on 5E Model

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