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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) · pp. 55–68

DOI
10.15294/usej.v15i1.41150
ISSN
2502-6232, 2252-6617
Published
2026-04-29
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

40 authors · 85 co-authorship links · 10 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Indonesia University of Education
  • Universitas Jambi
  • Diponegoro University
  • Universitas Sulawesi Tenggara
  • Padjadjaran University
  • Universitas Cokroaminoto Makassar
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Dini RudiniAffiliation unknown3
Sri WarsiniAffiliation unknown2
Wahyu SopandiIndonesia University of Education2
Nurlinawati NurlinawatiAffiliation unknown2
Fadliyana EkawatyAffiliation unknown2
Andika SulistiawanAffiliation unknown2
Nurlinawati - -Affiliation unknown2
Batara SuryaAffiliation unknown2
Fitri YantiAffiliation unknown2
Liliasari LiliasariIndonesia University of Education1
Sri MulyaniIndonesia University of Education1
E. Nursa'adahAffiliation unknown1
Muhammad Nurul HanaIndonesia University of Education1
Yohana Feynendra DaeliAffiliation unknown1
Yoyok Budi PramonoDiponegoro University1
Sri KhayatiUniversitas Sulawesi Tenggara1
Rifkah Anniza RahmanUniversitas Sulawesi Tenggara1
Alimuddin AlimuddinAffiliation unknown1
Hery SupratmanPadjadjaran University1
Rahmad Fani RamadhanPadjadjaran University1
Sri MulyaniUniversitas Jambi1
Muthia MutmainnahUniversitas Jambi1
Meinarisa MeinarisaUniversitas Jambi1
Nur Asia UmarUniversitas Cokroaminoto Makassar1
Ida SuryaniUniversitas Cokroaminoto Makassar1
Dian SavitriAffiliation unknown1
Ninuk LustyantieAffiliation unknown1
Wiwin LismidiatiAffiliation unknown1
Lintang Ayu SumekarAffiliation unknown1
Wenny Artanty NismanAffiliation unknown1
Ika ParmawatiAffiliation unknown1
Anis WidyasariAffiliation unknown1
Puspa Silvia JatiAffiliation unknown1
Sephianti Dwika EzhaAffiliation unknown1
Qaddara FahadaAffiliation unknown1
Muhammad AnugrahAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/usej/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (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>