JPPIPA 9(9) (2023)

Jurnal Penelitian Pendidikan IPA

Journal of Research in Science Education

http://jppipa.unram.ac.id/index.php/jppipa/index

Research-Based Teaching Materials As Innovation In Chemistry

Learning
Elvy Rahmi Mawarnis1*, Liszulfah Roza2, Sri Maiyena3, Mohd Yusri Abd. Rahman4
1Department of Chemistry Education, Faculty of Tarbiyah, Universitas Islam Negeri Mahmud Yunus, Batusangkar, Indonesia
2Research Center for Advanced Materials, National Research and Innovation Agency (BRIN), Tangerang Selatan, Indonesia
3Department of Physics Education, Faculty of Tarbiyah, Universitas Islam Negeri Mahmud Yunus, Batusangkar , Indonesia
4Institute of Microengineering and Nanoelectronics, Universiti Kebangsaan Malaysia, Selangor, Malaysia

Received: March 7, 2023 Abstract: Most of the teaching materials used during learning are not
Revised: August 19, 2023 research-based. To address this issue, this paper deals with a literature
Accepted: September 25, 2023 review regarding the intent and interpretation of research-based learning.
Published: September 30, 2023 The data were obtained from library sources such as papers and books. The
data analysis technique is content analysis, where the content of the collected
Corresponding Author: data is read, recorded, and analyzed in order to obtain a concept. The use of
Elvy Rahmi Mawarnis teaching materials that contain research-based learning methods in
[email protected] chemistry learning is considered suitable. The findings of the concept are
discussed in depth.
DOI: 10.29303/jppipa.v9i9.3370

© 2023 The Authors. This open access article is Keywords: Chemistry; Research-based learning; Teaching materials
distributed under a (CC-BY License)

Introduction conclude the obtained findings (Bergmark, 2022). In

research-based learning, students are guided to solve
Learning process, which is generally carried out at problems based on research that is relevant to the
various levels of education, most often takes the form of material being studied. Research-based learning can be
conventional learning, mostly focused on educators done with a variety of learning models. For science
rather than students. Data directly transferring to subjects such as Chemistry, research-based learning can
students is accordingly performed with the stipulated be done in the form of practical activities. The
materials presented through learning by which a implementation of practicum activities is intended so
complete set of facts and principles can be taught in a that students have insight, abilities, and a scientific spirit
coherent manner to students, but overall they receive the (Carnell & Fung, 2017).
prepared materials and are passive in terms of finding To implement research-based learning, one way
facts (Khozaei et al., 2022). Conventional learning that educators can do is to use research-based teaching
generally makes students passive, less able to construct materials. The use of teaching materials is intended to
knowledge, so they cannot increase their activeness, make the learning process more focused. Teaching
critical thinking skills, and students' insight (Indrilla & materials that have good quality can increase students
Ciptaningrum, 2018). For this reason, educators should cognitive skills (Bonk & King, 2012; Nurdyansyah, 2018).
make innovations so that learning can run well. One of The intended teaching materials must be able to focus on
the actions that can be applied to practice research-based maximizing students activities in learning so that they
learning (Brew & Saunders, 2020). can draw conclusions from learning outcomes in
Research-based learning is an effort carried out to accordance with the obtained data. In research-based
seek, develop, and test the truth of a knowledge and teaching materials, various learning models can be

___________
How to Cite:
Mawarnis, E.R., Roza, L., Maiyena, S., & Rahman, M.Y.A. (2023). Research-Based Teaching Materials As Innovation In Chemistry Learning. Jurnal
Penelitian Pendidikan IPA, 9(9), 634–643. https://doi.org/10.29303/jppipa.v9i9.3370
Jurnal Penelitian Pendidikan IPA (JPPIPA) September 2023, Volume 9 Issue 9, 634-643

applied in accordance with research-based learning, According to Harsono, research-based learning is

namely, inquiry learning, problem based learning, based on constructivism theory which has four
contextual learning, active learning, peer instruction, objectives, namely: 1) learning creates student
and cooperative learning (Haryati, 2017; Usmeldi et al., understanding, 2) learning by growing prior knowledge,
2017). In addition, research-based teaching materials can 3) learning includes the process of social relationships
also contain various research results that are suitable for among fellow students, educators, and students by
learning. Based on research conducted by Peniati, it is educators, and 4) substantial learning gained with
known that teaching materials in the form of modules experience from students (Kirschner et al., 2006).
made by incorporating various research results are With research-based learning, there are
effectively used for the learning process (Peniati, 2012). opportunities to develop learning methods, including: 1)
However, when viewed from the point of view of updating learning materials (curriculum enrichment) by
the use of teaching materials, there are many educators incorporating research results, 2) students actively
use textbooks with a relatively slower pace of scientific participating in research, 3) learning by using tools-
framework than scientific journals (Cook, 2006). This research tools, and 4) extensive development of research
makes students less aware of the latest research that may positions (students explore the steps and results of
be relevant to their learning. Most of the teaching research to understand matters related to
materials used during learning are not research-based. synthesis)(Aronson & Laughter, 2016; Minner et al.,
To address this issue, this paper highlights a literature 2010). Research-based learning incorporates research
review regarding the intent and interpretation of into learning. This means that students can actively
research-based learning. After understanding research- solve problems using the theories presented by
based learning well, the advantages of various research- educators and correlate with their daily learning
based teaching materials and their relation to Chemistry process, thus students become more critical in their
learning are explained. thinking (Ülger, 2016). With the application of research-
based learning, it is hoped that the character formed in
Method students is the soul of a scientist. This attitude is
characterized by a high curiosity, able to solve every
This research is a qualitative research that utilizes problem, with an attitude of thinking systematically,
library research methods. This research does not go objectively, and having a strong rationale (Slameto,
directly to the field to collect data and meet with 2015).
informants because the data will be obtained from Research-based learning is able to renew the
library sources such as books and papers. The data essence of education from the process of remembering
analysis technique is content analysis, where the content the main points of learning into inquiry-based learning,
of the collected data were read, recorded, and analyzed after which students try to explore and solve problems
in order to obtain a concept. (Juntunen & Aksela, 2013). From this explanation, it can
be interpreted that the professionalism of students
Result and Discussion increases with the implementation of research-based
learning (Clark et al., 2009; Hepworth & Walton, 2009).
Research-based Learning Research-based learning makes students not only
Research is seen as a process of in-depth understand the concepts of the material being studied,
investigation or investigation to obtain the latest but also can make students get a higher level of learning,
knowledge that is suitable for use when learning is up to innovative ability. This learning way provides an
obtained from a series of steps by researchers in the opportunity for students to examine, include and
scientific area (Hoepfl, 1997; Wong & Hodson, 2009). The connect research to their learning activities (Edelson,
incorporation of research in the learning process using 2001). Furthermore, research-based learning should be
student-centered learning approaches is referred to as applied in many subjects, such as Mathematics, Science,
research-based learning. Research in learning is defined by linking research and teaching (Schapper & Mayson,
as an orderly, coherent, scientific, and multifaceted stage 2010).
in finding an answer to a particular question (Beatty & Research-based learning is relied on to create
Gerace, 2009) . In this study, a "learning by doing" personality in students so that they have a scientist
approach was used. Research-based learning wants character. Research activities are connected with the
students to be able to find, explore knowledge to solve knowledge and character of students in everyday life to
problems that occur, then verify the validity of that develop students' abilities. The followings are the
knowledge (Beatty & Gerace, 2009; Kirschner et al., strategies for integrating research and learning
2006). empirically according to Gryffith University, namely; 1)
multiply learning tools with the results of educators'
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research, 2) take advantage of the latest research results solutions as an outlet for curiosity and to support certain
and scan history, 3) increase learning activities with the theories. In addition, inquiry learning aims to improve
latest research themes, 4) use research method materials thinking skill and increase critical thinking.
during learning, 5) increase learning activities with The inquiry model can create more fun learning
research activities at a small level , 6) conduct learning activities so that it can have an impact on mastery of the
that includes students in activities, 7) conduct learning concepts. This model is essential to be applied as a way
by motivating students to be sensitive to their to maximize the quality of education. The use of this
surroundings, and 8) carry out learning referring to the model during the learning process offers opportunities
points that a researcher must have (Prafitasari & for students to work together in group to solve
Sulistyarsi, 2020; Slameto, 2015). problems. The division of students into groups enhances
cooperative relationships between students which are
Learning model of research-based learning very important and mutually supportive for the
The models of research-based learning (Rohim & scientific development or cognitive aspects of students.
Sucianto, 2019; Sucianto et al., 2019) are as follows: The use of the inquiry learning model guides students to
familiarize themselves to be active and communicate
1. Inquiry Learning well with fellow group members. All members must
The origin of the word "inquire" brings the meaning participate in solving the problems. The group's success
of asking for information. Students are prepared to be in completing tasks is supported by the collaboration of
active both physically and spiritually. Inquiry-based members, so that group members are united with each
learning involve students directly in real life by carrying other (Kuisma, 2022; Pollock & Harper, 2022).
out their own investigations to find objectives of the
material being studied. (Slameto, 2015). In inquiry 2. Problem Based Learning
learning, the material taught by educators is not Problem based learning (PBL) is a learning model
immediately accepted by students, but students are based on solving problems. In this learning model,
pursued in various ways so that they gain various kinds students acquire a concept and also solve problems,
of knowledge to "find for themselves" the concepts that because learning begins with some problems
are delivered by educators (Naezak et al., 2021). (Firmadani, 2017; Fitria et al., 2022; Priyanto &
Based on the explanation by Carin and Sund, it is Permatasari, 2022). The problems are usually real-world
known that there are various types of inquiry learning problems that seem unstructured. If it's a simulated
models, namely guided inductive inquiry, unguided problem, it should be as authentic as possible. The
inductive inquiry, deductive inquiry, and problem problem requires multiple perspectives. The use of
solving. According to these models, the right inquiry to cross-disciplinary knowledge is a key feature in many
be applied in secondary schools is usually guided PBL curricula. After all, PBL encourages problem
inductive inquiry. This is because students actively solving by leveraging knowledge of a wide range of
participate in learning about a phenomenon by subjects and topics. The problem challenges students'
collecting and processing data to reach a conclusion. In current knowledge, attitudes, and competencies, thus
guided inductive inquiry, the teacher no longer acts as a requiring identification of learning needs and new areas
provider of information, but the teacher makes lesson of learning. This model has several learning steps,
plans or experimental steps. Students conduct namely: 1) Orientation, it is a step where students know
experiments or investigations to prove concepts that the problem. The teacher explains the learning
have been taught by the teacher (Wallace & Kang, 2004; objectives, describes the equipment needed and triggers
Windschitl, 2003). the enthusiasm of the students to be able to solve
There are five steps in inquiry learning, namely: 1) identified problems, 2) Organizing students, in this step,
Orientation, which is the initial step in starting learning, the teacher supports students in interpreting and
2) Exploration, is the step where students begin to carry organizing learning tasks related to identified problems,
out investigations, 3) Concept formation, is a step where 3) Guiding investigations both individually and in
students can assemble concepts from investigations, 4) groups. Educators invite students to collect relevant
Application, at this step there are exercises in the form information, conduct experiments to gain knowledge
of questions that are useful to strengthen understanding and solve problems, 4) Developing and presenting work.
concepts that were previously obtained, 5) Closing, is Educators guide students in designing and completing
the last step in the form of getting conclusions of the relevant works such as preparing reports, videos and
teaching material by students (Andrews, 1984; Chen, models and helps them with various assignments with
2022; Pollock & Harper, 2022). their friends and 5) Analyzing and evaluating problem
Basically, the purpose of learning with inquiry is to solving procedures. Educators guide students to
help students to elaborate questions, explore answers or
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evaluate the procedures that have been carried out in information, which is able to issue a picture of student
solving problem. learning activities (Hendawati et al., 2019; Selvianiresa &
Problem based learning is an effective model used Prabawanto, 2017).
in learning. Problem based learning maximizes students The application of contextual learning makes
to get the data and designs their insights from basic to students are motivated to correlate the insights they gain
complex insights. The hallmark of problem-based with their application in their daily environment when
learning is that it is student-centered, designed they act as children, Indonesian citizens, and workers. It
according to the original problem that makes students to can also help them participate actively during learning
form abundant insights about contextual theory with a (Firmadani, 2017). Contextual learning makes students
series of constructive questions. Learning process that to be more independent because students have been able
involves students to find solutions to real life problems to draw their own conclusions and obtain concepts
can increase enthusiasm and curiosity (Malmia et al., during the learning process (Latipah & Afriansyah,
2019). 2018).

3. Contextual Learning 4. Active Learning

Contextual learning (CL) is learning model of Active learning is generally defined as activities
content presentation using various active learning carried out by students to gain knowledge. Students
techniques to make it easy for students to connect earnestly use their minds, either to get the core idea of
something that has become their insight with what they the subject matter, solve problems, or apply knowledge
are expected to learn, and to foster the latest insights gained during learning. The activities are varied but
from the learning process (Hudson & Whisler, 2007). It require higher order of thinking (Brame, 2016; Maksum
is easy for educators to connect the subject matter with & Hani, 2018).
the environmental conditions and motivates students to Active learning is one of the preferences to improve
form interactions between the insights they have and the quality of learning to be more effective, which is
their implementation in their daily environment (Dewi desired to be able to maximize the quality of learning at
& Primayana, 2019; Firmadani, 2017; Sulfemi, 2019). various levels of education, because in active learning,
Contextual learning has the aim of helping students there are several parameters that are able to develop the
to well understand the concept of learning material and competence of educators and improve learning, interests
correlate it with situations in the daily environment such and activities of students while learning. The intended
as personal, social, and cultural situations, which can parameters include: (1) increasing student participation
make students have intense and flexible/competence during learning activities, (2) providing work
(Humana & Rahmat, 2022). opportunities for each student, (3) creating a creative
Contextual learning applies seven components to spirit for students, 4) realizing interaction during the
make learning activities effective, namely: 1) learning process to be effective, and (5) creating a fun
constructivism, it is the philosophical thinking of learning atmosphere. Active learning makes students
contextual learning, 2) question component, it is main the center of learning and has the opportunity to trigger
component of learning based on a contextual approach, the creation of positive activities in the learning process.
3) Inquiry, it is core of learning activities using a Students are guided to learn actively by touching,
contextual learning approach. The competencies that feeling, and seeing directly and experiencing it
students gain are not only from the process of themselves, so that learning is more meaningful and
memorizing a set of theories, but are also from their own understood by students (Maksum & Hani, 2018).
discoveries, 4) learning community expresses teaching Active learning in principle moves to sharpen and
and learning outcomes as a result of compromise on accelerate the stimulant and enthusiasm of students to
certain parties such as working in groups with seniors, learn, so that the learning process is fun and far from
students who already know tell those who don't know bored. By applying active learning to students, it can
and so on and collaborating with the community improve their memory, so that the objectives of learning
(rephrase this sentence), 5) modeling, in learning there can be achieved efficiently and effectively (Kovarik et al.,
needs to be a model that can be imitated by students. It 2022; Zein, Budianti, & Gea, 2022).
is a great opportunity for educators to demonstrate
examples of learning before students do the task. When 5. Peer Instruction
the teacher is able to do something, the student will Students are given the opportunity to find common
think that they can do it too, 6) reflection is a form of sense in solving various problems regarding the
thinking about something that has just been learned, teaching material presented by the educator after being
thinking about what has been studied in the past and 7) discussed with their peers. Not only that, when
authentic assessment, it is a process of gathering implementing peer instruction, students are expected to
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be able to maximize their understanding of the material teaching material by group learning rather than
by exchanging ideas and consulting with peer individual learning. Cooperative learning model that
instruction is a learning method that organizes a number can trigger the enthusiasm of students to have critical
of students who are given the responsibility to help thinking as well as innovative and creative (Harits et al.,
certain students who face difficulties while learning. The 2019).Results should be clear and concise. The
help provided by peer students is basically able to help discussion should explore the significance of the results
students and produce better results (Fagen et al., 2002). of the work, not repeat them. A combined Results and
The steps for implementing the peer instruction Discussion section is often appropriate. Avoid extensive
method according to Tan Tee Hwa are: 1) Develop citations and discussion of published literature.
learning tools that must be distributed to students, 2)
Analyze learning subjects that must be explained after Research-based teaching materials
considering what students need this year; (peer Teaching material is one of the various components
instruction method is usually for reviewing learning at included in learning tools that educators use during
the time of semester closing) 3) Educators assign learning activities to direct students to learn. The design
students to groups, 4) Each group has one subject with a of teaching materials must be adjusted to clear criteria
certain worksheet to discuss together, 5) Educators and specifications (Danielson, 2007; Davis & Krajcik,
supervise and guide each group to verify that there are 2005). The developed teaching materials are very
basic skills that need to be learned: such as interaction diverse, synchronized with the characteristics of the
between fellow group members and answering learning materials. The teaching materials can be in the
questions in the worksheet, 6) perfecting learning by form of textbooks, student worksheets, modules,
using pictures, writing, sound, and video, 7) assessment booklets, or brochures. Good teaching materials are used
is taken half from learning activities and worksheet and as a preference for learning resources other than
the other half the value from the presentation display textbooks which are often difficult to have (Benkler,
when appearing in front, 8) arrange time for each group 2005). Making teaching materials that fit the interests
to perform and present, 9) the teacher guides each group and character of each student makes learning effective
of students to be trained in conveying the results of their and conducive (Abdullah et al., 2019). Teaching
discussion in front of class and 10) preparing suggestion materials include external factors that influence
sheets, criticisms, and messages for the appearance of students’ motivation to study hard (Tuan, 2012).
students with the intention of being able to make them One of the teaching materials that can be developed
better in the future. for learning is research-based teaching materials.
Peer instruction has the potential to develop Research-based teaching materials are teaching
student activity during learning activities (Simon et al., materials in which learning methods are applied,
2013). Students' responses to peer instruction are including the implementation of research-based
generally positive; students reported that the technique learning. The learning models are inquiry learning,
helped them learning the subject matter and the direct problem based learning, contextual learning, active
feedback provided was invaluable (Knight & Brame, learning, peer instruction, and cooperative learning.
2018). Utilization of peer instruction learning has a These various models have various advantages when
positive impact on students' thinking skills(Velez et al., applied to learning. Teaching materials with this model
2011). expect students to be able to search, explore (grow
insight) to solve existing problems, and then verify the
6. Cooperative Learning validity of these insights. The implementation of
Cooperative learning is based on a learning model research-based learning on learning tools is very helpful
that triggers students to interact in small groups and for educators in carrying out their duties. In addition to
help each other during learning. Cooperative learning is producing a good impact on educators, it also has a good
a group of teaching strategies used by educators so that impact on students to hone critical, creative, logical
students help each other during the learning process. thinking skills, and problem solving (Seechaliao, 2017).
There are four kinds of cooperative learning that were In research-based teaching materials, there are also
told by Arends, namely; 1) Student Teams Achievement research results that are relevant to learning. The
Division (STAD), 2) Group Investigation, (3) Jigsaw, and development of teaching materials with research results
4) Structural Approach consisting of think-pair-share can be used as a strategy in integrating learning and
(TPS), and numbered-head-together (NHT). research empirically. In the learning process, research
The use of cooperative learning models during the results are used to improve the quality of teaching
teaching and learning process is aimed at sharpening the materials. Educators can present research results as real
abilities and insights of each group member with the examples in learning, which are expected to help
intention that students can complete and understand the students understand ideas, concepts, and theories.
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Jurnal Penelitian Pendidikan IPA (JPPIPA) September 2023, Volume 9 Issue 9, 634-643

Applicative learning resources are obtained from investigate the answers to what, why, and how-based
learning in universities through the results of research questions.
(Lotulung et al., 2018). Supplements of teaching In Chemistry learning, there are various ways to
materials that are equipped with subject matter and improve the quality of the learning process. One way
pictures of research results are relevant to the daily lives that can be implemented is by using teaching materials.
of students, inspiring teachers to compile similar The use of appropriate teaching materials can make
teaching material supplements on other subject matter learning more effective. One of the teaching materials
they teach. Supplements of teaching materials are that can be used in learning chemistry is research-based
effective in improving students' pretest-posttest results teaching materials. The integration of research-based
(Rani, Widiyaningrum, & Anggraito, 2020). Student learning in chemistry learning has an impact on changes
research knowledge is increased significantly over the in students' knowledge (Rohrbach-Lochner & Marohn,
course of research-based learning participation 2018). Research-based teaching materials in Chemistry
(Wessels, Rueß, Gess et al., 2021). learning contain research-based learning methods. In
Research-based learning tools are needed because addition, in the teaching materials there are research
they play an important role in supporting education, results that are relevant to learning Chemistry.
especially in Indonesia. The existence of research-based One of the research-based teaching materials in
learning tools allows educators to create a quality Chemistry learning is the research-based Basic
generation of the nation (Tan, 2016; Towne & Shavelson, Chemistry II textbook by Elvy Rahmi Mawarnis. In the
2002). Books that are used as guidelines in the learning textbook, there is a research-based learning method. It
process can have a high impact on the achievement of can be seen that the application of research-based
learning objectives, considering that in the teacher's learning methods can improve the quality of the
book, starting from learning plan, worksheet assessment learning process. This is because these methods have
and so on. By maximizing, refining, and developing various advantages that optimize the learning process.
research-based books, it can make a big contribution to Each chapter of the material in the book contains
efforts to improve the learning process (Crawford et al., research results that are relevant to the learning material.
2005; Plomp, 2013). One of the research results in the book is about AgPt
Research-based teaching materials have various nanofern catalysts (Mawarnis, 2021). In this research, it
advantages in the learning process. The development of is known that the AgPt nanofern catalyst has been
research-based textbooks can seek more contextual successfully synthesized using the liquid phase
learning (Ambrose et al., 2010; Bennett & Holman, 2002). deposition method. The catalyst has succeeded in
Research results that are used as learning resources and accelerating the rate of the degradation reaction of the
compiled in textbooks can provide real experiences so pollutant methyl orange which is very harmful to the
that learning is more contextual. Modules developed by environment (Umar et al., 2014). The research results in
integrating research results are effectively used in the textbook are in accordance with the Chemistry
learning (Amaringga et al., 2021). Research-based learning material, namely, the rate of reaction.
modules improve the learning process of students Research results on teaching materials can provide
because they are compiled based on the results of the insight to students as they become aware of the latest
author's research where the purpose of the preparation research developments in the field of Chemistry. Several
is to improve students' contextual understanding by benefits can be identified if the results of scientific
connecting academic subjects in students' daily lives journal research are used in the learning process. For
(Banegas & de Castro, 2019). Learning using research- students, in addition to getting quality reading, they are
based booklets has a positive influence on learning able to follow scientific developments regarding the
outcomes (Makransky & Petersen, 2021). subject being studied (DeBoer, 2000). Utilization of
research-based teaching materials is successful when
Research-based teaching materials in Chemistry learning learning Chemistry can increase students' knowledge.
Chemistry is a science subject that analyzes in depth
about matter, in terms of its properties, behavior, the Conclusion
changes it undergoes during reactions with other
substances, and the energy that is released or absorbed Research-based learning is a student-centered
during these processes (Atkins & De Paula, 2011). The learning that combines research in the learning process.
scope of learning Chemistry is not only limited to the use There are several models of research-based learning,
and derivation of formulas, but is also an arrangement namely, inquiry learning, problem based learning,
of a group of laws, theories, principles, and facts contextual learning, active learning, peer instruction,
described according to a series of processes to and cooperative learning. To apply research-based

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Jurnal Penelitian Pendidikan IPA (JPPIPA) September 2023, Volume 9 Issue 9, 634-643

learning, one way that educators can do is to use Aronson, B., & Laughter, J. (2016). The theory and
research-based teaching materials. Research-based practice of culturally relevant education: A
teaching materials contain research-based learning synthesis of research across content areas. Review of
methods and research results that are relevant to Educational Research, 86(1), 163-206.
learning. The use of teaching materials that contain https://doi.org/10.3102/0034654315582066
research-based learning methods in chemistry learning Atkins, P., & De Paula, J. (2011). Physical chemistry for the
is considered suitable. This is because research-based life sciences: Oxford University Press, USA.
methods have various advantages that optimize the Banegas, D. L., & de Castro, L. S. V. (2019). Action research
learning process. In addition, the research results in The Routledge handbook of English language teacher
teaching materials are useful for students in getting education (pp. 570-582): Routledge.
quality reading. Students are able to follow scientific Beatty, I. D., & Gerace, W. J. (2009). Technology-
developments regarding the subject being studied. Thus, enhanced formative assessment: A research-based
research-based teaching materials can be an innovation pedagogy for teaching science with classroom
in Chemistry learning. response technology. Journal of Science Education and
Technology, 18(2), 146-162.
Author Contributions https://doi.org/10.1007/s10956-008-9140-4
E.R.M and L.R conduct the Conceptualization, methodology, Benkler, Y. (2005). Common Wisdom: Peer Production of
validation, formal analysis, investigation, resources, data Educational Materials, Center for Open and Sustainable
curation, writing—original draft preparation, writing— Learning. Retrieved from
review and editing. S.M and M.Y.R conduct visualization,
http://nrs.harvard.edu/urn-
supervision, project administration.
3:HUL.InstRepos:37077901
Funding Bennett, J., & Holman, J. (2002). Context-based approaches
The authors would like to acknowledge Universitas Mahmud to the teaching of chemistry: What are they and what are
Yunus Batusangkar, Indonesia for funding this work under their effects? Chemical education: Towards research-
research grants DIPA-025.04.2.424069/2020 based practice (pp. 165-184): Springer.
Bergmark, U. (2022). The role of action research in
Conflicts of Interest teachers’ efforts to develop research-based
The authors declare that they have no known competing education in Sweden: intentions, outcomes, and
financial interest or personal relationships that could have
prerequisite conditions. Educational Action Research,
appeared to influence the work reported in this paper
30(3), 427-444.
https://doi.org/10.1080/09650792.2020.1847155
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