Azlan Kamari

Learning independence is an important competence for university students, particularly in chemistry learning, where students are expected to manage complex learning tasks independently. However, its multidimensional structure requires further empirical validation within the higher-education chemistry context. This study aimed to develop and evaluate the psychometric properties of a Learning Independence instrument for university-level chemistry students. The instrument was developed through a systematic process of item construction, expert validation, exploratory factor analysis (EFA), first-order confirmatory factor analysis (CFA), and second-order CFA. Data were collected from 150 university students using a four-point Likert-scale instrument. EFA identified five dimensions of learning independence: self-regulation, internal motivation, responsibility, self-confidence, and initiative. The second-order CFA demonstrated an acceptable model fit (χ²/df = 1.392, RMSEA = 0.051, CFI = 0.928, TLI = 0.916, IFI = 0.930, and RMR = 0.043). The standardized loadings of the five dimensions on the higher-order construct were 0.87 for self-regulation, 0.47 for internal motivation, 0.92 for responsibility, 0.93 for self-confidence, and 0.04 for initiative. These findings indicate that learning independence is a multidimensional and hierarchical construct, with self-confidence, responsibility, and self-regulation showing the strongest relationships with the higher-order construct. However, the weak representation of Initiative indicates the need for further refinement and validation. The instrument provides a useful basis for assessing learning independence in university-level chemistry learning.

This study aimed to develop and validate a short-form instrument for assessing students’ learning independence in chemistry education among senior high school students using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). A quantitative survey was conducted involving 131 twelfth-grade science students from two public senior high schools in Sleman Regency, Indonesia, selected through random sampling. Data were collected using a 40-item questionnaire measured on a five-point Likert scale, with the items designed to assess students’ independence in managing, engaging in, and taking responsibility for their chemistry learning, and analyzed using EFA and CFA. The EFA, conducted using JASP version 0.95.4, identified a four-factor structure consisting of self-management, motivation, responsibility, and self-confidence and reduced the initial instrument to 34 items with factor loadings above 0.40. Subsequent CFA further refined the instrument into a parsimonious 14-item version with standardized factor loadings exceeding 0.50, indicating acceptable construct validity. Reliability analysis demonstrated acceptable construct reliability (CR > 0.60, ranging from 0.64 to 0.78). The average variance extracted (AVE) values ranged from 0.41 to 0.49, with self-management, motivation, and responsibility each obtaining an AVE value of 0.41, while self-confidence reached 0.49. Although these AVE values indicated marginal convergent validity, the constructs remained acceptable when evaluated alongside their adequate CR values. The findings suggest that the final 14-item instrument provides acceptable psychometric evidence and offers an empirically supported measure for assessing senior high school students’ learning independence in chemistry education, although further validation in broader chemistry-learning populations and educational settings is recommended

Functional material of iron oxide (Fe2O3) nanoparticles-functionalized Hydroxyapatite (HA) was synthesized from chicken bone waste. The preparation of material involved the calcination of chicken bone waste followed by the dispersion of iron oxide precursors and hydrothermal treatment to get coprecipitated HA. Systematic physicochemical characterization was performed by various analytical techniques, including scanning electron microscopy, transmission electron microscopy, X-ray diffraction, Raman spectroscopy, and diffuse reflectance UV-Visible spectroscopy. The photocatalytic activity of the composite was examined to degrade methylene blue under various photon sources and pH condition. The results demonstrated that a high crystalline Fe2O3/HA was derived, and detail of the analysis confirm the functionality of iron as dopant in the crystalline structure of HA and the dispersed photoactive nanoparticles. Photocatalytic degradation experiments resumed that the high degradation efficiency could be achievable at alkaline condition and under visible light illumination, as the efficiency of 78.88% was the optimum value. Copyright © 2026 by Authors, Published by BCREC Publishing Group. This is an open access article under the CC BY-SA License (https://creativecommons.org/licenses/by-sa/4.0).

The Spectral Crime Analysis Network (SCAN) game was developed using the ADDIE model, used a hybrid augmented reality embedded game-based learning approach and aligned with the learning standards of ultraviolet–visible (UV–Vis) spectroscopy. This game is developed as a learning and reinforcement tool in analytical chemistry instrumentation for undergraduate chemistry students. Based on a survey study conducted on 265 respondents, it was found that the SCAN game demonstrated high usability with mean scores of 3.49 (SD = 0.489) for usefulness, 3.49 (SD = 0.474) for ease of use, 3.48 (SD = 0.504) for ease of learning and 3.53 (SD = 0.476) for satisfaction. Overall, SCAN supports cooperative, technology-enhanced game-based learning, fostering greater interactivity and engagement in chemistry education. This innovation is aligned with the United Nations' Sustainable Development Goal number 4 (SDG4), which is quality education that utilises technology and interactive 21st-century learning.

Mosquito-borne diseases remain global health threats by documenting 14 million cases and over 1 million deaths yearly. Mosquito-repellent textiles serve as a critical barrier against mosquito-borne disease proliferation, offering a safer alternative to topical applications by minimising transdermal migration. The efficacy of treated fabrics is primarily governed by the interplay between the vapour pressure of the active agents and the fibre-matrix bonding strength. This review provides a comprehensive analysis of the integration of mosquito-repellent agents into textile systems, aligning with the WHO Global Vector Control Response 2017–2030. A key finding of this study is that the pad-dry-cure method significantly outperforms traditional exhaustion methods regarding laundering durability and controlled release kinetics. This review emphasises information on choosing textile materials, methods for applying the repellent to the fabrics, different kinds of active ingredients, and the standardised practices for repellency. Furthermore, the trade-offs between chemical durability and the inherent mechanical properties of the fabric have been addressed. These results offer a technical roadmap for developing high-performance functional textiles that align with United Nations Sustainable Development Goal 3, transitioning the emphasis from immediate protection to sustainable, long-lasting vector control solutions.

The problem of this research is that the environmental awareness of students in Indonesia is low. To address this challenge, a learning model that emphasizes problem identification, design processes, and interdisciplinary integration is considered essential. Therefore, a learning experiment was conducted using the Problem and Design Process Based Learning (PDP-BL) model through the Science, Technology, Engineering, Art, and Mathematics (STEAM) approach. This study aims to (1) determine the effect of the PDP-BL model on students' environmental awareness and (2) examine its effectiveness in improving environmental awareness. The research employed a quasi-experimental pretest–posttest with two groups (experimental and control). The population consisted of grade X high school students in Central Java Province, Indonesia (N = 6,183,910), with a total sample of 136 students, consisting of 70 from rural areas (School X) and 66 from urban areas (School Y). Each included an experimental group (rural = 35, urban = 33) and a control group (rural = 35, urban = 33), aged 15–16 years with a balanced gender ratio. The experimental group (EG) received instruction using the PDP-BL model through the STEAM approach, focusing on problem identification, design-based solutions, and interdisciplinary learning, whereas the control group (CG) was taught through conventional, teacher-centered methods. Data were analyzed using normality, homogeneity, MANOVA, N-Gain, and Effect Size tests. The findings showed significant improvements in students’ environmental awareness (MANOVA, p = 0.00 < 0.05), with an effective N-Gain and moderate Effect Size. It is concluded that implementing the PDP-BL model through the STEAM approach effectively enhances students’ environmental awareness while fostering scientific attitudes, problem-solving skills, and self-efficacy.

Argument driven inquiry (ADI) model is an instructional learning model that combines argumentation with inquiry-based learning. The ADI model allows students to argue actively in the learning process. Previous research studies have found that the ADI model is widely applied in the field of chemistry. This study aims to systematically synthesize research acles related to the ADI model that focus on independent and dependent variables, chemical concepts, and conclusions in chemistry learning. This study uses the systematic literature review (SLR) method for 22 articles from the google scholar, ERIC (education resources information center) and scopus databases in the period 2016- 2025. Search through relevant keyword patterns, namely "ADI" and "chemistry education", index, title and The findings show that: 1) The dependent variables that are widely studied place the ADI model as a learning model, laboratory instructions, and levels in the inquiry method and the independent variables appear in the cognitive aspect, 2) The majority of study articles focus on the chemical concept of chemical equilibrium, 3) Most studies on the ADI model state that the ADI model is able to provide a positive influence or increase in learning competence in chemistry learning