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Dr. Yuli Rahmawati
Universitas Negeri Jakarta

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Journal article
Published: 27 April 2021 in Journal of Technology and Science Education
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This study aimed to analyze students’ thinking skills through integrating dilemmas stories with a Science, Technology, Engineering, and Mathematics (STEM) project in polymers topic. The participants were 47 Grade 12 students from a public senior high school in West Java Province. The research employed a qualitative method to obtain data through classroom observations, reflective journals, interviews, and a concept test. Students’ thinking skills were assessed using Hess’ Cognitive Rigor Matrix, which combines Bloom's taxonomic and Webb's depth of knowledge. The results show that most students reach level C2 of Bloom's taxonomy and level 1 of Webb’s depth of knowledge, meaning that most students understand and recall the information. The results indicate that integrating dilemmas stories with STEM-PjBL enables students to explain using simple sentences and prior knowledge. In addition, this approach provides an opportunity for students to develop their critical thinking, creativity, and argumentation skills through problem-solving and project making.

ACS Style

Yuli Rahmawati; Afrizal Afrizal; Devina Dwi Astari; Alin Mardiah; Dyah Budi Utami; Sukro Muhab. The integration of dilemmas stories with STEM-project-based learning: Analyzing students’ thinking skills using Hess’ cognitive rigor matrix. Journal of Technology and Science Education 2021, 11, 419 -439.

AMA Style

Yuli Rahmawati, Afrizal Afrizal, Devina Dwi Astari, Alin Mardiah, Dyah Budi Utami, Sukro Muhab. The integration of dilemmas stories with STEM-project-based learning: Analyzing students’ thinking skills using Hess’ cognitive rigor matrix. Journal of Technology and Science Education. 2021; 11 (2):419-439.

Chicago/Turabian Style

Yuli Rahmawati; Afrizal Afrizal; Devina Dwi Astari; Alin Mardiah; Dyah Budi Utami; Sukro Muhab. 2021. "The integration of dilemmas stories with STEM-project-based learning: Analyzing students’ thinking skills using Hess’ cognitive rigor matrix." Journal of Technology and Science Education 11, no. 2: 419-439.

Journal article
Published: 17 April 2021 in Education Sciences
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Students often have difficulty understanding abstract concepts in chemistry and a low spatial ability, especially in visualizing intermolecular interactions at the submicroscopic level. Therefore, this study aims to analyze the spatial ability of students by using a 3D virtual representation as they study the curriculum topic of molecular geometry. The research was conducted with 13 male and 23 female year 10 secondary students in Jakarta, Indonesia. A qualitative methodology was employed to analyze students’ spatial abilities while they undertook learning activities using 3D virtual representation. Data collection included a spatial assessment, a quiz about prior knowledge, student worksheets, interviews, observation sheets, reflective journals, and a molecular geometry test. Learning was carried out in three stages; engage, explore, and explain. The results of the research show that students’ ability in spatial orientation is low whereas their ability in spatial relationships that involve using mental manipulation and rotation of 2D or 3D objects is more developed. Students employ this approach to develop their understanding of molecular geometry.

ACS Style

Yuli Rahmawati; Hanhan Dianhar; Fadhillah Arifin. Analysing Students’ Spatial Abilities in Chemistry Learning Using 3D Virtual Representation. Education Sciences 2021, 11, 185 .

AMA Style

Yuli Rahmawati, Hanhan Dianhar, Fadhillah Arifin. Analysing Students’ Spatial Abilities in Chemistry Learning Using 3D Virtual Representation. Education Sciences. 2021; 11 (4):185.

Chicago/Turabian Style

Yuli Rahmawati; Hanhan Dianhar; Fadhillah Arifin. 2021. "Analysing Students’ Spatial Abilities in Chemistry Learning Using 3D Virtual Representation." Education Sciences 11, no. 4: 185.

Journal article
Published: 25 January 2021 in MIER Journal of Educational Studies Trends & Practices
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This paper is based on the results of first year of two-year study in integrating Science, Technology, Engineering, Art, and Mathematics (STEAM) in chemistry learning. The research focused on developing 21st-century skills of chemistry students in secondary schools. The 21st-century skills are a set of abilities that students need to develop in facing the future challenge which involves learning, literacy, and life skills. The study was conducted in two secondary schools both public and private on the topics of hydrocarbon, petroleum, solubility, and acid base in year 10 and 11. A qualitative methodology was applied to explore the students' learning experiences and understanding the research context. Data was collected through observation, interview, reflective journal and 21st-century rubric. The STEAM approach was integrated through modification of project-based learning model. The students had opportunities to develop their own projects by integrating chemistry and STEAM principles to their project. The results showed that students have developed their higher order thinking skills namely critical and creative thinking, problem-solving, collaboration and argumentation. They also learnt to develop skills of information, literacy and the self-direction.

ACS Style

Achmad Ridwan; Yuli Rahmawati; Tritiyatma Hadinugrahaningsih. STEAM INTEGRATION IN CHEMISTRY LEARNING FOR DEVELOPING 21ST CENTURY SKILLS. MIER Journal of Educational Studies Trends & Practices 2021, 184 -194.

AMA Style

Achmad Ridwan, Yuli Rahmawati, Tritiyatma Hadinugrahaningsih. STEAM INTEGRATION IN CHEMISTRY LEARNING FOR DEVELOPING 21ST CENTURY SKILLS. MIER Journal of Educational Studies Trends & Practices. 2021; ():184-194.

Chicago/Turabian Style

Achmad Ridwan; Yuli Rahmawati; Tritiyatma Hadinugrahaningsih. 2021. "STEAM INTEGRATION IN CHEMISTRY LEARNING FOR DEVELOPING 21ST CENTURY SKILLS." MIER Journal of Educational Studies Trends & Practices , no. : 184-194.

Journal article
Published: 30 October 2020 in Sustainability
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This paper presents Indonesian preservice teachers’ experiences in designing a Science Technology Engineering and Mathematics-Technological Pedagogical Content Knowledge (STEM-TPACK) learning website. The framework of TPACK was expanded to include all STEM subjects for the synthesis of the theoretical/design framework. The STEM-TPACK framework is further epitomized as a replicable website to support preservice teachers in designing STEM lesson activities. The framework is also employed to examine preservice teachers’ efficacies and experiences in learning how to design the learning website. Thirty-seven second- and third-year Indonesian preservice teachers from science, mathematics, computer science, and engineering backgrounds formed interdisciplinary groups to design the STEM-TPACK website based on the current secondary school curricula. Data were collected from TPACK-STEM questionnaires, interviews, reflective journals, and observation. The preservice teachers’ efficacy for their STEM-TPACK developed significantly, with large effect sizes, after they co-designed the websites. The results also indicate that the preservice teachers faced challenges in communicating their discipline-based content knowledge when developing the STEM projects. Contextualizing and connecting their content knowledge with real-world design challenges was also difficult for them. Consequently, the preservice teachers realized that teaching is a complex matter, especially when they need to integrate the different disciplines for STEM education. However, this was viewed in a positive light for professional development. This study implies that preservice teachers may benefit from learning by design, employing the TPACK framework in the social setting of interdisciplinary STEM communities.

ACS Style

Ching Chai; Yuli Rahmawati; Morris Jong. Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning. Sustainability 2020, 12, 9050 .

AMA Style

Ching Chai, Yuli Rahmawati, Morris Jong. Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning. Sustainability. 2020; 12 (21):9050.

Chicago/Turabian Style

Ching Chai; Yuli Rahmawati; Morris Jong. 2020. "Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning." Sustainability 12, no. 21: 9050.

Article
Published: 15 September 2020 in Learning Environments Research
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Civic education is a moral development imperative of the Indonesian national curriculum and the United Nation’s policy on education for sustainable development. It was within this context that we investigated the impact of ethical dilemma story pedagogy (EDSP) on student learning in a constructivist Indonesian STEM learning environment. EDSP uses specially-designed stories to engage students in ethical decision-making for resolving sustainable development dilemmas occurring in their daily lives. The research was conducted in six Indonesian middle schools with 462 students of chemistry, and it was designed to lead to understanding of how well students engaged in a constructivist values learning environment aimed at developing chemistry knowledge/skills and ethical values for living sustainably in the 21st century. Data were collected using the Constructivist Values Learning Environment Survey (CVLES), classroom observations, student interviews and students’ reflective journals. Generally, students had positive perceptions of their constructivist values learning environment, engaged deeply in chemistry learning, reflected critically on their values and the social use of chemistry, and practised mutually-respectful communication and collaborative decision-making as strategies for solving sustainability dilemmas. We conclude that ethical dilemma story pedagogy can play an important role in integrating STEM education and civic education.

ACS Style

Yuli Rahmawati; Elisabeth Taylor; Peter Charles Taylor; Rekha Koul. Student empowerment in a constructivist values learning environment for a healthy and sustainable world. Learning Environments Research 2020, 1 -18.

AMA Style

Yuli Rahmawati, Elisabeth Taylor, Peter Charles Taylor, Rekha Koul. Student empowerment in a constructivist values learning environment for a healthy and sustainable world. Learning Environments Research. 2020; ():1-18.

Chicago/Turabian Style

Yuli Rahmawati; Elisabeth Taylor; Peter Charles Taylor; Rekha Koul. 2020. "Student empowerment in a constructivist values learning environment for a healthy and sustainable world." Learning Environments Research , no. : 1-18.

Conference paper
Published: 01 March 2020 in Journal of Physics: Conference Series
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The aim of this study was to develop students' chemical literacy through the STEAM learning approach integrated with dilemmas stories on acid and base topics. The study was conducted in the 2018/2019 academic year and involved the thirty-six students of year 11. The research employed qualitative method to explore students' chemical literacy through classroom observation, reflective journals, student interviews, researcher notes, and chemical literacy tests. This study used four chemical literacy components according to Shwartz et. al., namely scientific and chemical content knowledge, chemistry in context, high order learning skills, and affective aspect. The STEAM (science, technology, engineering art, and mathematics) integrated with dilemmas stories implemented through five stages, namely value reflection, problem solving, project development, monitoring and evaluation, and transformation. The overall results of the study showed that students were 8.33% at very good levels, 86.11% at good levels, 5.56% at fair levels, and there were no more students who were at poor level and very poor level. The challenges faced in this study are time management, engaging student, and public issues related to chemistry that in accordance with the topic of learning. STEAM integrated with dilemmas stories provides opportunities for students to develop chemical literacy through value reflection, problem solving, and STEAM project.

ACS Style

Y Rahmawati; A Ridwan; A Mardiah; Afrizal. Students’ chemical literacy development through STEAM integrated with dilemmas stories on acid and base topics. Journal of Physics: Conference Series 2020, 1521, 1 .

AMA Style

Y Rahmawati, A Ridwan, A Mardiah, Afrizal. Students’ chemical literacy development through STEAM integrated with dilemmas stories on acid and base topics. Journal of Physics: Conference Series. 2020; 1521 ():1.

Chicago/Turabian Style

Y Rahmawati; A Ridwan; A Mardiah; Afrizal. 2020. "Students’ chemical literacy development through STEAM integrated with dilemmas stories on acid and base topics." Journal of Physics: Conference Series 1521, no. : 1.

Conference paper
Published: 01 March 2020 in Journal of Physics: Conference Series
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This paper portrays research into an innovative curriculum project of dilemma stories which was conducted at a secondary school in Jakarta, with 44 students of year 12. The research focused on the development and implications of a dilemma stories approach with the Numbered Heads Together method in Organic Chemistry learning. The dilemmas stories on the topics of formaldehida, alcoholic drinks, paracetamol drugs, and butter and margarine were developed in this research study. A qualitative approach was implemented with multiple methods including interviews, reflective journals, and classroom observations. Data analysis was conducted based on the themes found throughout the learning process. The results of the research showed the effects of this innovative approach on students' development of higher order thinking skills, argumentation skills, collaboration skills, problem solving skills, personal values reflection, and responsibility. Students learnt to solve the dilemma problems in real situations which related to chemistry learning. The teacher became involved in this innovative approach for engaging students and improving their learning quality. In conclusion, the dilemmas stories approach has engaged the teacher and students in meaningful chemistry learning experiences.

ACS Style

Istianah; Y Rahmawati; F Kurniadewi. Empowering students’ engagement in organic chemistry learning through integration of dilemma stories with number head together. Journal of Physics: Conference Series 2020, 1521, 1 .

AMA Style

Istianah, Y Rahmawati, F Kurniadewi. Empowering students’ engagement in organic chemistry learning through integration of dilemma stories with number head together. Journal of Physics: Conference Series. 2020; 1521 ():1.

Chicago/Turabian Style

Istianah; Y Rahmawati; F Kurniadewi. 2020. "Empowering students’ engagement in organic chemistry learning through integration of dilemma stories with number head together." Journal of Physics: Conference Series 1521, no. : 1.

Conference paper
Published: 10 January 2020 in Journal of Physics: Conference Series
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The aim of this research was the use of Socio-critical and Problem-oriented approach integrated with green chemistry to develop participant's 21st century skills in hydrocarbon and petroleum learning. This approach connects concepts to social issues in participants' lives. This research was conducted in grade X from 78 high schools in Jakarta, Indonesia. Qualitative research was employed using the data collection techniques of observation, interview, reflective journal, and a 21st century skills questionnaire developed by Triling and Fadel, (2009). The results show that a socio-critical and problem-oriented approach helped developed several 21st century skills in participants. The most dominant skills appear to be in communication and collaboration, information literacy, ICT literacy, and social and culture interaction. Finally, a socio-critical and problem-oriented approach, integrated with green chemistry, could motivate participants to become more actively involved in solving environmental problems.

ACS Style

T Hadinugrahaningsih; E Fitriani; Erdawati; Y Rahmawati; B Ahmadi; R Amalia. The use of socio-critical and problem-oriented approach integrated with green chemistry to develop participant’s 21st century skills in hydrocarbon and petroleum learning. Journal of Physics: Conference Series 2020, 1440, 012002 .

AMA Style

T Hadinugrahaningsih, E Fitriani, Erdawati, Y Rahmawati, B Ahmadi, R Amalia. The use of socio-critical and problem-oriented approach integrated with green chemistry to develop participant’s 21st century skills in hydrocarbon and petroleum learning. Journal of Physics: Conference Series. 2020; 1440 (1):012002.

Chicago/Turabian Style

T Hadinugrahaningsih; E Fitriani; Erdawati; Y Rahmawati; B Ahmadi; R Amalia. 2020. "The use of socio-critical and problem-oriented approach integrated with green chemistry to develop participant’s 21st century skills in hydrocarbon and petroleum learning." Journal of Physics: Conference Series 1440, no. 1: 012002.

Conference paper
Published: 14 December 2019 in Journal of Physics: Conference Series
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The aim of this study was to develop students' critical thinking skills through a Culturally Responsive Teaching (CRT) approach and ethnochemistry of Tegal culture. The teaching approach focused on exploring the culture and local wisdom in Tegal Culture, especially in Acid-Base such as the Nginang, Moci, and Jamasan traditions from chemistry perspectives integrated into CRT. The study employed a teaching model consisting of five phases; self-identification, cultural understanding, collaboration, critical reflections, and transformative construction. The study involved 35 year 11 students from a secondary school in Balapulang Tegal. A qualitative methodology approach was employed using observation, interviews, a critical thinking test, and reflective journals as data collection methods. The results show that the integration of ethnochemistry in a CRT approach engaged students in developing their critical thinking skills by developing a conclusion, making connections, conceptual understanding, and interpretation with the critical thinking skills test which shows 40% of students reached level 3 (Satisfactory). In addition to the students engaging in the cultural identity empowerment, meaningful chemistry learning experiences, and team work, the students were challenged in developing their critical thinking skills.

ACS Style

Y Rahmawati; H R Baeti; A Ridwan; S Suhartono; R Rafiuddin. A culturally responsive teaching approach and ethnochemistry integration of Tegal culture for developing chemistry students’ critical thinking skills in acid-based learning. Journal of Physics: Conference Series 2019, 1402, 055050 .

AMA Style

Y Rahmawati, H R Baeti, A Ridwan, S Suhartono, R Rafiuddin. A culturally responsive teaching approach and ethnochemistry integration of Tegal culture for developing chemistry students’ critical thinking skills in acid-based learning. Journal of Physics: Conference Series. 2019; 1402 (5):055050.

Chicago/Turabian Style

Y Rahmawati; H R Baeti; A Ridwan; S Suhartono; R Rafiuddin. 2019. "A culturally responsive teaching approach and ethnochemistry integration of Tegal culture for developing chemistry students’ critical thinking skills in acid-based learning." Journal of Physics: Conference Series 1402, no. 5: 055050.

Conference paper
Published: 01 January 2019 in Journal of Physics: Conference Series
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The paper portrays the second year report of a three-year longitudinal study of ethnochemistry integration in Culturally Responsive Transformative Teaching (CRTT) teaching model in secondary schools. The CRTT develop based on Culturally Responsive Teaching (CRT) as an approach that includes students' characteristics and cultural references in all aspects of learning and transformative learning framework. The study developed CRTT teaching model in the first year of study and consists of five phases of self-identification, cultural understanding, collaboration, critical reflections, and transformative construction. The qualitative methodology approach has been employed with observation, interviews, and reflective journals as data collection. The CRTT teaching model was implemented in chemistry classrooms from two secondary schools. The study involved 68 students of year-10 in the topic of electrolyte and non-electrolyte solution. The data was analyzed from the basic principles of cultural identity category. The results showed that the integration of ethnochemistry in CRTT teaching model has engaged students in empowerment their cultural identity and nationalism, cultural differences awareness, and learning identity development. The teaching model is also relevant to the policy of national curricula of nationalism in relation to character and culture identity development.

ACS Style

Y Rahmawati; A Ridwan; A Rahman; F Kurniadewi. Chemistry students’ identity empowerment through etnochemistry in culturally responsive transformative teaching (CRTT). Journal of Physics: Conference Series 2019, 1156, 012032 .

AMA Style

Y Rahmawati, A Ridwan, A Rahman, F Kurniadewi. Chemistry students’ identity empowerment through etnochemistry in culturally responsive transformative teaching (CRTT). Journal of Physics: Conference Series. 2019; 1156 (1):012032.

Chicago/Turabian Style

Y Rahmawati; A Ridwan; A Rahman; F Kurniadewi. 2019. "Chemistry students’ identity empowerment through etnochemistry in culturally responsive transformative teaching (CRTT)." Journal of Physics: Conference Series 1156, no. 1: 012032.

Conference paper
Published: 01 January 2019 in Journal of Physics: Conference Series
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This paper describes a second year of two-year of longitudinal study of the integration of Science, Technology, Engineering, Art, and Mathematics (STEAM) in chemistry learning in secondary schools in which the importance of critical and creative thinking skills were explored. The study involved 76 students of Year 11 from two secondary schools in Indonesia. The STEAM integration was implemented in the teaching of acid and base through a project-based learning model. The research employed a qualitative approach to explore the integration of STEAM in chemistry, students' critical and creative thinking skills development. Data were collected through observations, interviews, reflective journals, critical and creative thinking skills assessment. The students develop their STEAM projects by integrating chemistry concepts with STEAM principles. The study results were analyzed based on the pattern themes found in different data sources. It showed that students developed creativity and critical thinking skills. The study faced challenges of STEAM integration with chemistry concepts, empowering teachers, engaging students, and managing time and resources. The integration of STEAM provided the opportunities for students in chemistry learning engagement and several areas of thinking skills development in relation to the current curricula objectives.

ACS Style

Y Rahmawati; A Ridwan; T Hadinugrahaningsih; Soeprijanto Soeprijanto. Developing critical and creative thinking skills through STEAM integration in chemistry learning. Journal of Physics: Conference Series 2019, 1156, 012033 .

AMA Style

Y Rahmawati, A Ridwan, T Hadinugrahaningsih, Soeprijanto Soeprijanto. Developing critical and creative thinking skills through STEAM integration in chemistry learning. Journal of Physics: Conference Series. 2019; 1156 (1):012033.

Chicago/Turabian Style

Y Rahmawati; A Ridwan; T Hadinugrahaningsih; Soeprijanto Soeprijanto. 2019. "Developing critical and creative thinking skills through STEAM integration in chemistry learning." Journal of Physics: Conference Series 1156, no. 1: 012033.

Journal article
Published: 31 July 2018 in JRPK: Jurnal Riset Pendidikan Kimia
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Pendidikan kimia tidak hanya terfokus untuk meningkatkan kompetensi peserta didik pada aspek pengetahuan kimia, namun juga mempersiapkan generasi muda yang memiliki kemampuan menjadi agent of change, berkarakter, dan berbudaya khususnya dalam menghadapi tantangan abad 21. Pembelajaran dengan prinsip transformative learning terfokus pada mentransformasi beliefs, perilaku (attitudes), dan emosi akan mengintegrasikan refleksi peserta didik terhadap dirinya sendiri (self-critical reflection) yang dikaitkan dengan pengalamannya untuk mengembangkan dan mentransformasi kompetensi peserta didik secara holistik baik hard skills maupun soft skills. Artikel ini memberikan paparan mengenai peranan transformative learning dalam pembelajaran kimia dalam mengembangkan karakter, identitas budaya, dan kompetensi abad ke-21 dari peserta didik dan memberikan penguatan kompetensi terhadap kehidupan sosial peserta didik dalam bermasyarakat yang dapat dijadikan sebagai keterampilan peserta didik di masa yang akan datang. Pendekatan-pendekatan pembelajaran yang telah dikembangkan oleh peneliti bersama tim peneliti selama tahun 2013-2017 menggunakan dasar prinsip transformative learning dimana proses refleksi peserta didik dan peranan pendidik sebagai transformative educator berperan sangat penting. Pendekatan-pendekatan pembelajaran yang telah diterapkan dalam pembelajaran kimia, yaitu Social Emotional Learning (SEL), Dilemmas Stories, Life Cycle Analysis, Socio-Critical Problem Oriented, Culturally Responsive Teaching, dan Science Technology Education Art and Mathematics (STEAM). Integrasi transformative learning ini membutuhkan perubahan paradigma mendasar dalam proses pembelajaran, dalam konteks ini pendidik perlu menerapkan 3 prinsip mendasar untuk dijadikan acuan dalam implementasi pendekatan, yaitu: 1) constructivism as referent, 2) empowering teacher-student relationship, and 3) dialectical thinking. Pada akhirnya, hasil penelitian ini diharapkan dapat memberikan kontribusi terhadap pembelajaran dan penelitian pendidikan kimia yang dapat dimanfaatkan bagi pada pendidik dan peserta didik calon pendidik untuk dapat memberikan inovasi pendekatan pembelajaran yang disesuaikan dengan konteks dan karakteristik pembelajaran kimia. Kata kunci Pembelajaran Kimia, Transformative Learning, Keterampilan Abad 21, Karakter, Identitas Budaya. Chemical education not only focuses on developing students’ competencies in understanding chemistry concepts, but also students’ agency, character, and cultural competencies, especially in facing the challenges in the 21st century. Transformative learning focuses on transforming the beliefs, behaviors (attitudes), and emotions which integrating students’ self-critical reflection to develop holistic individuals both hard skills and soft skills. This paper provides the discussion of the roles of transformative learning in chemistry learning in developing students’ character, cultural identity, and 21st century skills. The writer and her research team have been working in conducting research by integrating competence of learners and provide for the strengthening of competencies against the social life learners in the basic principles of transformative learning. Several approaches that have been explored in the research are Social Emotional Learning (SEL), the Dilemmas Stories, Life Cycle Analysis, Socio-Critical Problem-Oriented, Culturally Responsive Teaching, and Science Technology Education Art and Mathematics (STEAM). Integration of transformative learning requires a fundamental paradigm change in the learning process by applying the fundamental principles of 1) constructivism as a referent, 2) empowering teacher-student relationship, and 3) dialectical thinking. Finally, the study is expected to contribute to the learning and research in chemical education which can be implemented by educators in the context and characteristics of chemistry learning. Keywords Chemistry Education, Transformative Learning, 21 Century Skills, Character, Cultural Identity.

ACS Style

Yuli Rahmawati. Peranan Transformative Learning dalam Pendidikan Kimia: Pengembangan Karakter, Identitas Budaya, dan Kompetensi Abad ke-21. JRPK: Jurnal Riset Pendidikan Kimia 2018, 8, 1 -16.

AMA Style

Yuli Rahmawati. Peranan Transformative Learning dalam Pendidikan Kimia: Pengembangan Karakter, Identitas Budaya, dan Kompetensi Abad ke-21. JRPK: Jurnal Riset Pendidikan Kimia. 2018; 8 (1):1-16.

Chicago/Turabian Style

Yuli Rahmawati. 2018. "Peranan Transformative Learning dalam Pendidikan Kimia: Pengembangan Karakter, Identitas Budaya, dan Kompetensi Abad ke-21." JRPK: Jurnal Riset Pendidikan Kimia 8, no. 1: 1-16.

Journal article
Published: 30 January 2018 in EduChemia (Jurnal Kimia dan Pendidikan)
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Penelitian kualitatif ini bertujuan untuk menganalisis struktur kognitif siswa kelas XI dengan metode flow map dalam materi asam basa menggunakan model pembelajaran Learning Cycle 8E. Subjek penelitian adalah 36 siswa kelas XI MIA 4 SMA N 54 Jakarta. Teknik pengumpulan data dilakukan melalui instrumen tes pemahaman, wawancara, flow map, observasi, reflektif jurnal dan lembar kerja siswa. Hasil penelitian menunjukan bahwa siswa membangun struktur kognitif berdasarkan pemahaman dan pengalaman siswa. Model pembelajaran Learning Cycle 8E memiliki dampak terhadap perkembangan struktur kognitif dan softskill siswa. Berdasarkan hasil penelitian, terlihat bahwa selama mengikuti model pembelajaran Learning Cycle 8E persentase siswa yang mengalami miskonsepsi menurun dan pesentase siswa yang paham meningkat Hal ini membuktikan bahwa model pembelajaran Learning Cycle 8E dapat mengatasi miskonsepsi siswa. Model pembelajaran model pembelajaran Learning Cycle 8E juga berdampak terhadap perkembangan softskill siswa. Berdasarkan hasil penelitian diperoleh bahwa siswa sudah menerapkan sikap menghormati dan menghargai temanya dalam menghadapi perbedaan pendapat.

ACS Style

Elsa Mahardika; Nurbaity Nurbaity; Achmad Ridwan; Yuli Rahmawati. Analisis Struktur Kognitif Siswa Dengan Metode Flowmap Dalam Materi Asam Basa Menggunakan Model Learning Cycle 8E. EduChemia (Jurnal Kimia dan Pendidikan) 2018, 3, 51 -65.

AMA Style

Elsa Mahardika, Nurbaity Nurbaity, Achmad Ridwan, Yuli Rahmawati. Analisis Struktur Kognitif Siswa Dengan Metode Flowmap Dalam Materi Asam Basa Menggunakan Model Learning Cycle 8E. EduChemia (Jurnal Kimia dan Pendidikan). 2018; 3 (1):51-65.

Chicago/Turabian Style

Elsa Mahardika; Nurbaity Nurbaity; Achmad Ridwan; Yuli Rahmawati. 2018. "Analisis Struktur Kognitif Siswa Dengan Metode Flowmap Dalam Materi Asam Basa Menggunakan Model Learning Cycle 8E." EduChemia (Jurnal Kimia dan Pendidikan) 3, no. 1: 51-65.

Conference paper
Published: 01 January 2018 in Proceedings of the 1st International Conference on Education Innovation (ICEI 2017)
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The paper reveals 2-year longitudinal research study on integration cultural ethics and values in chemistry teaching and learning by integrating Culturally Responsive Teaching (CRT). Indonesia diversity in geographical, cultural practices, values, and beliefs become the challenges in implementing standards-based education system and the policy for current curricula. This paper used a qualitative research methodology. Multiple data collections were obtained through interviews, observations, and reflective journals. The participants engaged were chemistry teachers, pre-service teachers, and students of six secondary schools in Jakarta. The results showed that first, the students and the teachers engaged in critical reflection on their own values and social issues through deep chemistry learning. Second, the teachers and pre-service teachers were struggling in shifting their paradigm to transformative and empowering teaching, providing a supportive role for students, and developing students' critical reflective thinking skills and agency. Third, the students faced the challenges in shifting their paradigm and role as transformative learners. Finally, the comprehensive approaches need to develop continuously for shaping students as holistic individuals in facing global competitiveness.

ACS Style

Yuli Rahmawati. Should We Transform? Integration Cultural Ethics And Values in Chemistry Teaching And Learning. Proceedings of the 1st International Conference on Education Innovation (ICEI 2017) 2018, 383 -385.

AMA Style

Yuli Rahmawati. Should We Transform? Integration Cultural Ethics And Values in Chemistry Teaching And Learning. Proceedings of the 1st International Conference on Education Innovation (ICEI 2017). 2018; ():383-385.

Chicago/Turabian Style

Yuli Rahmawati. 2018. "Should We Transform? Integration Cultural Ethics And Values in Chemistry Teaching And Learning." Proceedings of the 1st International Conference on Education Innovation (ICEI 2017) , no. : 383-385.

Original paper
Published: 17 August 2017 in Cultural Studies of Science Education
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“The fish becomes aware of the water in which it swims” is a metaphor that represents Yuli’s revelatory journey about the hidden power of culture in her personal identity and professional teaching practice. While engaging in a critical auto/ethnographic inquiry into her lived experience as a science teacher in Indonesian and Australian schools, she came to understand the powerful role of culture in shaping her teaching identity. Yuli realised that she is a product of cultural hybridity resulting from interactions of very different cultures—Javanese, Bimanese, Indonesian and Australian. Traditionally, Javanese and Indonesian cultures do not permit direct criticism of others. This influenced strongly the way she had learned to interact with students and caused her to be very sensitive to others. During this inquiry she learned the value of engaging students in open discourse and overt caring, and came to realise that teachers bringing their own cultures to the classroom can be both a source of power and a problem. In this journey, Yuli came to understand the hegemonic power of culture in her teaching identity, and envisioned how to empower herself as a good teacher educator of pre-service science teachers. “Ketika ikan tidak menyadari air sebagai tempat ia berenang” adalah metafora yang mewakili peranan identitas budaya sebagai kekuatan yang tersembunyi dalam identitas personal dan professional saya sebagai seorang pendidik. Arts-based critical auto/ethnographic inquiry membantu saya dalam memahami pengalaman saya di sekolah-sekolah di Indonesia dan Australia. Saya menyadari kekuatan peranan budaya dalam identitas saya sebagai pendidik. Saya juga menyadari bahwa saya merupakan identitas hibrid dari berbagai budaya berbeda - Jawa, Bima, Indonesia dan Australia. Dalam sudut pandang tradisional Jawa dan Indonesia, saya tidak dapat mengkritik langsung orang lain. Hal ini sangat mempengaruhi cara saya berinteraksi dengan murid-murid dan menyebabkan saya menjadi sangat sensitif terhadap orang lain. Ketika berinteraksi dengan budaya Australia, saya belajar nilai dari siswa dalam hal keterbukaan. Saya juga menyadari bahwa guru memiliki budaya sendiri yang dapat menjadi potensi sumber kekuatan sekaligus sumber masalah. Saya semakin memahami kekuatan budaya dalam identitas saya sebagai seorang pendidik yang mendorong saya untuk menjadi pendidik calon guru sains yang baik.

ACS Style

Yuli Rahmawati; Peter Charles Taylor. “The fish becomes aware of the water in which it swims”: revealing the power of culture in shaping teaching identity. Cultural Studies of Science Education 2017, 13, 525 -537.

AMA Style

Yuli Rahmawati, Peter Charles Taylor. “The fish becomes aware of the water in which it swims”: revealing the power of culture in shaping teaching identity. Cultural Studies of Science Education. 2017; 13 (2):525-537.

Chicago/Turabian Style

Yuli Rahmawati; Peter Charles Taylor. 2017. "“The fish becomes aware of the water in which it swims”: revealing the power of culture in shaping teaching identity." Cultural Studies of Science Education 13, no. 2: 525-537.

Conference paper
Published: 01 January 2017 in THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics
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The paper portrays the first year of two-year study in integration Science, Technology, Engineering, Art, and Mathematics (STEAM) in chemistry learning. The research focused on developing 21st-century skills of chemistry students in secondary schools. The 21st-century skills as a set of abilities that students need to develop in facing the future challenge which involves learning, literacy, and life skills. The study was conducted in two secondary schools both public and private school in topics of hydrocarbon, petroleum, solubility, and acid base in year 10 and 11. The qualitative methodology was applied to explore the students’ learning experiences and understanding the research context. Data was collected through observation, interview, reflective journal, and 21st-century rubric. The STEAM approach was integrated through modification of project-based learning model. The students had opportunities to develop their own projects by integrating chemistry and STEAM principles to their project. The results show that students have developed their critical and creative thinking, problem-solving skills, collaboration and argumentation skills, leadership and responsibility, information and literacy skills. The researchers faced the challenges of integrating STEAM within the chemistry curricula, empowering students, and managing the teaching and time resources. Students have started to challenge their critical and creative thinking within the existing learning environments. Integrating STEAM into chemistry learning has developed students’ 21st-century skills in those three areas. Teachers also learned to develop their competencies for being facilitators and agents of change, in addition to skills development in dealing with students’ differences.

ACS Style

Tritiyatma Hadinugrahaningsih; Yuli Rahmawati; Achmad Ridwan. Developing 21st century skills in chemistry classrooms: Opportunities and challenges of STEAM integration. THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics 2017, 1 .

AMA Style

Tritiyatma Hadinugrahaningsih, Yuli Rahmawati, Achmad Ridwan. Developing 21st century skills in chemistry classrooms: Opportunities and challenges of STEAM integration. THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics. 2017; ():1.

Chicago/Turabian Style

Tritiyatma Hadinugrahaningsih; Yuli Rahmawati; Achmad Ridwan. 2017. "Developing 21st century skills in chemistry classrooms: Opportunities and challenges of STEAM integration." THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics , no. : 1.

Conference paper
Published: 01 January 2017 in THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics
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The papers report the first year of two-year longitudinal study of ethnochemistry integration in culturally responsive teaching in chemistry classrooms. The teaching approach is focusing on exploring the culture and indigenous knowledge in Indonesia from chemistry perspectives. Ethnochemistry looks at the culture from chemistry perspectives integrated into culturally responsive teaching has developed students’ cultural identity and students’ engagement in chemistry learning. There are limited research and data in exploring Indonesia culture, which has around 300 ethics, from chemistry perspectives. Students come to the chemistry classrooms from a different background; however, their chemistry learning disconnected with their background which leads to students’ disengagement in chemistry learning. Therefore this approach focused on students’ engagement within their differences. This research was conducted with year 10 and 11 from four classrooms in two secondary schools through qualitative methodology with observation, interviews, and reflective journals as data collection. The results showed that the integration of ethnochemistry in culturally responsive teaching approach can be implemented by involving 5 principles which are content integration, facilitating knowledge construction, prejudice reduction, social justice, and academic development. The culturally responsive teaching has engaged students in their chemistry learning and developed their cultural identity and soft skills. Students found that the learning experiences has helped to develop their chemistry knowledge and understand the culture from chemistry perspectives. The students developed the ability to work together, responsibility, curiosity, social awareness, creativity, empathy communication, and self-confidence which categorized into collaboration skills, student engagement, social and cultural awareness, and high order thinking skills. The ethnochemistry has helped them to develop the critical self-reflection on their own cultural background.

ACS Style

Yuli Rahmawati; Achmad Ridwan; Nurbaity. Should we learn culture in chemistry classroom? Integration ethnochemistry in culturally responsive teaching. THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics 2017, 1 .

AMA Style

Yuli Rahmawati, Achmad Ridwan, Nurbaity. Should we learn culture in chemistry classroom? Integration ethnochemistry in culturally responsive teaching. THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics. 2017; ():1.

Chicago/Turabian Style

Yuli Rahmawati; Achmad Ridwan; Nurbaity. 2017. "Should we learn culture in chemistry classroom? Integration ethnochemistry in culturally responsive teaching." THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics , no. : 1.

Journal article
Published: 18 July 2015 in Learning Environments Research
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The paper reports a study of the effectiveness of co-teaching and co-generative dialogue in science learning and teaching in lower secondary science classes. The idea of co-teaching and co-generative dialogue—first proposed by two leading educationists, Roth and Tobin, in early 2000—made an international impact in educational research. In the context of the research, co-teaching and co-generative dialogue were applied for transforming teacher interpersonal behaviour. The pre-validated Questionnaire on Teacher Interaction (QTI) was administered to all the year nine classes at three selected secondary schools to investigate existing teacher interpersonal behaviours and to further validate the QTI. This was followed by the implementation of co-teaching and co-generative dialogue in three selected science classrooms, one from each school. Multiple research methods (interview, students’ reflective journals, and questionnaire) were used to develop in-depth understanding of the participants. Co-teaching and co-generative dialogue helped in transforming teacher interpersonal behaviour and teachers’ pedagogical praxis. This process also had implications for improving students’ engagement, achievement and behaviour.

ACS Style

Yuli Rahmawati; Rekha Koul; Darrell Fisher. Teacher–student dialogue: transforming teacher interpersonal behaviour and pedagogical praxis through co-teaching and co-generative dialogue. Learning Environments Research 2015, 18, 393 -408.

AMA Style

Yuli Rahmawati, Rekha Koul, Darrell Fisher. Teacher–student dialogue: transforming teacher interpersonal behaviour and pedagogical praxis through co-teaching and co-generative dialogue. Learning Environments Research. 2015; 18 (3):393-408.

Chicago/Turabian Style

Yuli Rahmawati; Rekha Koul; Darrell Fisher. 2015. "Teacher–student dialogue: transforming teacher interpersonal behaviour and pedagogical praxis through co-teaching and co-generative dialogue." Learning Environments Research 18, no. 3: 393-408.

Articles
Published: 22 August 2014 in Reflective Practice
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Motivated by Parker Palmer’s call for teachers to understand the self who teaches, I recently completed a transformative research journey of understanding my past chemistry teaching experiences. I am a university chemistry teacher educator from Indonesia, and recently participated in a three-year longitudinal co-teaching project in lower secondary schools in Western Australia. Conducting co-teaching and narrative research stimulated me to think deeply about, and reflect critically on, my past teaching experiences. As the research involved critical reflection on my professional praxis, I adopted a multi-paradigmatic research approach with three focus paradigms – interpretivism, criticalism, and postmodernism – and designed a critical auto/ethnography as my research methodology. I applied multiple genres within arts-based research, including poetic reflections (poems), stories, dialogues within narrative, and metaphors. This journey revealed how I struggled as an unmotivated teacher to become a highly motivated and passionate teacher. I used Habermas’ three interests and Schubert’s curriculum images to interrogate my chemistry teaching. This journey ultimately opened up the somewhat closed box of my personal and professional practices as a teacher.

ACS Style

Yuli Rahmawati; Peter Charles Taylor. Moments of critical realisation and appreciation: a transformative chemistry teacher reflects. Reflective Practice 2014, 16, 31 -42.

AMA Style

Yuli Rahmawati, Peter Charles Taylor. Moments of critical realisation and appreciation: a transformative chemistry teacher reflects. Reflective Practice. 2014; 16 (1):31-42.

Chicago/Turabian Style

Yuli Rahmawati; Peter Charles Taylor. 2014. "Moments of critical realisation and appreciation: a transformative chemistry teacher reflects." Reflective Practice 16, no. 1: 31-42.