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Development of an Intertextual-Based E-Module on Acid–Base Titration Concepts Integrating Science Process Skills

Unnes Science Education Journal · Vol. 15 No. 1 (2026) · hlm. 55–68

DOI
10.15294/usej.v15i1.41150
ISSN
2502-6232, 2252-6617
Terbit
2026-04-29
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Students often experience difficulties in understanding chemistry due to their limited ability to connect macroscopic, submicroscopic, and symbolic representations, leading to misconceptions, particularly in acid–base titration. This issue is exacerbated by learning resources that predominantly emphasize symbolic aspects and do not adequately support the integration of multiple representations. To address these challenges, this study developed an intertextual-based e-module that integrates the three levels of chemical representation to support students’ conceptual mastery and Science Process Skills (SPS). This study employed the ADDIE Instructional Model, which consists of five phases: analysis, design, development, implementation, and evaluation. Expert validation involving aspects of chemistry content, pedagogy, language, and media was conducted to assess the feasibility of the e-module. Inter-rater reliability (IRR) percentages were calculated for each aspect, showing high feasibility: content (66.67–100%), pedagogy (100%), language (100%), and media (100%). Feedback from experts was analyzed, and minor revisions were made to improve the quality of the e-module. These results indicate that the intertextual-based e-module is feasible and potentially effective for teaching acid–base titration concepts in high schools. This study contributes to chemistry education by highlighting the integration of intertextual approaches and Science Process Skills within an e-module as a potential way to address students’ difficulties in understanding acid–base titration concepts.

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24 penulis · 57 tautan kepenulisan bersama · 4 lintas organisasi

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  • Indonesia University of Education
  • State University of Jakarta
  • Universitas Islam Negeri Ar-Raniry
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Rekan penulisOrganisasiArtikel bersama
Sri MulyaniIndonesia University of Education4
Wahyu SopandiIndonesia University of Education2
Desi Aryanti NabuasaIndonesia University of Education2
Galuh YulianiIndonesia University of Education2
Jihan Assyifa FatihahIndonesia University of Education2
Ghea OviliaIndonesia University of Education2
Sri MulyaniIndonesia University of Education2
Liliasari LiliasariIndonesia University of Education1
E. Nursa'adahAfiliasi tidak diketahui1
Muhammad Nurul HanaIndonesia University of Education1
R RiandiIndonesia University of Education1
Diana RochintaniawatiIndonesia University of Education1
Siti SriyatiIndonesia University of Education1
Nahadi NahadiIndonesia University of Education1
Chusnur RahmiUniversitas Islam Negeri Ar-Raniry1
Sephianti Dwika EzhaAfiliasi tidak diketahui1
Qaddara FahadaAfiliasi tidak diketahui1
Muhammad AnugrahAfiliasi tidak diketahui1
Yuli RahmawatiState University of Jakarta1
Alin MardiahState University of Jakarta1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/usej/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Development of an Intertextual-Based E-Module on Acid–Base Titration Concepts Integrating Science Process Skills</dc:title>
	<dc:creator xml:lang="en">Putri, Dea Nabilah </dc:creator>
	<dc:creator xml:lang="en">Wiji, Wiji</dc:creator>
	<dc:creator xml:lang="en">Mulyani, Sri </dc:creator>
	<dc:creator xml:lang="en">Widhiyanti, Tuszie</dc:creator>
	<dc:subject xml:lang="en">Acid–base Titration</dc:subject>
	<dc:subject xml:lang="en">Conceptual Mastery</dc:subject>
	<dc:subject xml:lang="en">E-module</dc:subject>
	<dc:subject xml:lang="en"> Intertextuality</dc:subject>
	<dc:subject xml:lang="en">Science Process Skills (SPS)</dc:subject>
	<dc:description xml:lang="en">Students often experience difficulties in understanding chemistry due to their limited ability to connect macroscopic, submicroscopic, and symbolic representations, leading to misconceptions, particularly in acid–base titration. This issue is exacerbated by learning resources that predominantly emphasize symbolic aspects and do not adequately support the integration of multiple representations. To address these challenges, this study developed an intertextual-based e-module that integrates the three levels of chemical representation to support students’ conceptual mastery and Science Process Skills (SPS). This study employed the ADDIE Instructional Model, which consists of five phases: analysis, design, development, implementation, and evaluation. Expert validation involving aspects of chemistry content, pedagogy, language, and media was conducted to assess the feasibility of the e-module. Inter-rater reliability (IRR) percentages were calculated for each aspect, showing high feasibility: content (66.67–100%), pedagogy (100%), language (100%), and media (100%). Feedback from experts was analyzed, and minor revisions were made to improve the quality of the e-module. These results indicate that the intertextual-based e-module is feasible and potentially effective for teaching acid–base titration concepts in high schools. This study contributes to chemistry education by highlighting the integration of intertextual approaches and Science Process Skills within an e-module as a potential way to address students’ difficulties in understanding acid–base titration concepts.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-04-29</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/usej/article/view/41150</dc:identifier>
	<dc:identifier>10.15294/usej.v15i1.41150</dc:identifier>
	<dc:source xml:lang="en">Unnes Science Education Journal; Vol. 15 No. 1 (2026): April 2026; 55-68</dc:source>
	<dc:source>2502-6232</dc:source>
	<dc:source>2252-6617</dc:source>
	<dc:source>10.15294/usej.v15i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/usej/article/view/41150/9332</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Unnes Science Education Journal</dc:rights>
</oai_dc:dc>