Citra Ayu Dewi

@undikma.ac.id

Chemistry Education and Faculty of Science, Tehnic And Applied
Universitas Pendidikan Mandalika

Citra Ayu Dewi


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Citra Ayu Dewi is a senior lecturer in the Chemistry Education Department of Applied Science and Technique Faculty of Universitas Pendidikan Mandalika, Mataram, Indonesia, Jln. Pemuda 59A, Postcode 83125. Author received a Bachelor of Chemistry Education degree in 2009 from IKIP Mataram, and Master degree in Chemistry Education in 2012 from Universitas Negeri Malang. Her research interest includes: developing model and media of learning, computer and internet-based learning, blended learning, and mobile learning, ethnoscience, creative & critical thinking, and literacy.

EDUCATION

Chemistry Education

RESEARCH INTERESTS

Literacy, Mobile Learning, Blended Learning, E-learning, Creative Thinking, Critical Thinking, Teaching and Learning Chemistry.
14

Scopus Publications

Scopus Publications

  • The impact of chemlab-based interactive media to improving students’ information literacy on electrochemical
    Citra Ayu Dewi, Martini, Mujakir
    Multidisciplinary Science Journal, 2026
    Information literacy in higher education is crucial because it enhances students’ critical thinking skills. This encompasses their ability to identify, gather, comprehend, analyze, synthesize, and utilize information, as well as their confidence in managing information throughout their academic journey. This study investigates the impact of ChemLab-based interactive media in online learning on improving students’ information literacy. A one-group pretest-posttest experimental design was employed, involving 75 students enrolled in a basic chemistry course focusing on electrochemistry. A validated and reliable 30-item multiple-choice instrument was used to measure outcomes. The results indicated an N-Gain value of 0.33, which falls into the medium category. This suggests that students’ information literacy improved following instruction with ChemLab-based interactive media. Furthermore, students’ evaluations of the ChemLab platform indicated a greater inclination to engage in learning through ChemLab compared to non-ChemLab or traditional educational platforms. Therefore, it can be concluded that the use of ChemLab-based interactive media in chemistry education enhances students’ cognitive abilities and supports a deeper understanding of chemistry concepts through virtual activities.
  • Trends and effectiveness of metacognitive strategies in chemistry learning: A systematic review
    Citra Ayu Dewi, Martini Martini, Mujakir Mujakir
    Multidisciplinary Reviews, 2026
    Metacognitive strategies have gained increasing attention in chemistry education as a means to enhance students’ ability to plan, monitor, and evaluate their learning processes. These strategies are considered essential in promoting deeper understanding, critical thinking, and independent learning, particularly in complex scientific domains such as chemistry. This study aims to systematically review the trends, instructional models, psychological dimensions, and assessment methods associated with the use of metacognitive strategies in chemistry learning over the past decade. The primary objective is to identify which pedagogical approaches and supporting factors most effectively foster students’ metacognitive development. Adopting a systematic review methodology, this research follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol. A total of 50 peer-reviewed articles published between 2014 and 2024 were analyzed, sourced from the Scopus and Google Scholar databases. The inclusion criteria focused on studies that explicitly addressed metacognitive skills within the context of chemistry learning and employed validated assessment instruments. Findings reveal that Project-Based Learning (PjBL) emerges as the most frequently utilized instructional model, followed by Problem-Based Learning (PBL) and structured problem-solving strategies. Key psychological factors influencing the effectiveness of metacognitive strategy implementation include emotion regulation, personal resilience, learning autonomy, and self-scaffolding, with emotion regulation having the most pronounced impact. Regarding assessment, non-test instruments—such as structured observations, reflective journals, and student questionnaires—are favored due to their ability to capture dynamic learning processes and internal reflections more effectively than conventional tests. The study contributes to the ongoing discourse on educational innovation by providing a comprehensive overview of effective practices and proposing directions for future research and instructional design in chemistry education.
  • Students' Chemical Literacy through ORDIEC Strategies (Orientation, Review, Designing, Investigation, Evaluation and Conclusion): Cases of Acid-Base Topics
    Citra Ayu Dewi, Sri Rahayu, Muntholib, Parlan
    Aip Conference Proceedings, 2025
  • The Importance of Problem Solving Skills in Chemistry Learning as a Demand in the 21st Century
    Citra Ayu Dewi, Sri Rahayu, M. Muntholib, P. Parlan
    Aip Conference Proceedings, 2024
  • Lecturer's perception of case-based learning in higher education
    Citra Ayu Dewi, Sri Rahayu, Muntholib Muntholib, Parlan Parlan
    Aip Conference Proceedings, 2024
  • Implementation of case-based learning in science education: A systematic review*
    Citra Ayu Dewi, Sri Rahayu
    Journal of Turkish Science Education, 2023
    Case-Based Learning (CBL) in science education has developed rapidly. This paper reviews the literature on trends in implementing CBL in science education. For this systematic review, we followed the recommendation of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. Data were obtained from the ERIC, Scopus, and Google Scholar databases by taking scientific articles from reputable international journals with a Scopus Q1-Q4 index and impact factor ranging from 0.040 to 3.092, which is the main indicator of choosing quality of journal articles. Articles were searched using titles and keywords "Case-Based or Case Method or Science Education" from 2012 to 2022. The search yielded 1183 articles, and the selection results were 52 articles for review. The study found that CBL was represented mostly in three learning approaches, namely CBL-IBL, CBL-PBL, CBL-PjBL, and the rest being CBL-Blended, CBL-Oline, and CBL-Collaborative. Case-based applications in science education were dominated by health (58%), chemistry (35%), physics (1%) and biology (6%). The reviewed studies encountered some difficulties in implementing CBL. One of them is that solving the problem takes a long time. This review revealed case-based approach to be appropriate to be implemented in an active learning activity based on real-life context.
  • The impact of Google Classroom to increase students’ information literacy
    Citra Ayu Dewi, Muhali Muhali, Yeti Kurniasih, Diah Lukitasari, Abdul Sakban
    International Journal of Evaluation and Research in Education, 2022
    Information literacy at the higher education level is very important because it tends to be problematic in fostering students' critical thinking skills, including awareness, collection, understanding, analysis, synthesis, and the use of information and their attitudes to the treatment of information at the university level. This study examined the effects of the online learning Google Classroom in enhancing information literacy among students. This study observed a one-group pretest-posttest experimental design. This research involved 65 students from the Chemistry Course under the Biochemistry Program. The instrument used to assess students’ information literacy consist of fair set of multiple-choice questions. The test was found to be very valid at 4.22% and highly reliable at an alpha level of 0.86. The findings of this research showed that the information literacy of students improved before and after their learning exposure using Google Classroom based on the descriptive and inferential statistics. Moreover, the students' attitude towards the online platform shows that they are more willing to learn using Google Classroom than the non-online or conventional learning platforms. Therefore, applying Google Classroom in online learning is effectively boost students’ information literacy.
  • Using Android-Based E-Module to Improve Students’ Digital Literacy on Chemical Bonding
    Citra Ayu Dewi, Nurdianti Awaliyah, Nurin Fitriana, Satya Darmayani, Nasrullah, et al.
    International Journal of Interactive Mobile Technologies, 2022
    Digital literacy is critical in the current era of digitalization. Therefore, students are required to be digitally literate. This study aims to improve students’ digital literacy using an android-based e-module in chemical bonding. This study used a quasi-experimental method with a pre-experimental design that included a pretest and posttest for one group. For this study, 70 preservice teachers (10 males and 60 females) from the Department of Chemistry Education at a private university in Indonesia were recruited. The Digital Literacy Questionnaire (DLQ) was used to measure students’ digital literacy. To analyze the data, we used paired t-tests and N-gain. The results indicated a significant increase in digital literacy scores before and after treatment. Thus, it can be concluded that using an android-based e-module significantly enhances students’ digital literacy on chemical bonds. Due to its effectiveness, we recommend teachers use this e-module to elevate students’ academic performance, in general, in chemistry.
  • The Development of E-Worksheet Using Kvisoft Flipbook Maker Software Based on Lesson Study to Improve Teacher’s Critical Thinking Ability
    Maria Erna, Elfizar Elfizar, Citra Ayu Dewi
    International Journal of Interactive Mobile Technologies, 2021
    <p class="0abstract">The effectivity and efficiency of the learning process is very dependent on the quality of teacher. Therefore must improve their quality by conducting various learning innovations, one of them by implementing ICT-based learning. The purpose of this study was to develop e-worksheet using kvisoft flipbook maker software based on lesson study to improve chemistry teacher’s critical thinking ability. This research used development model 4-D namely define, design, develop, and disseminate. The subject of this research was involved chemistry teachers and student of grade XI of Senior High School in Rokan Hulu, Riau, Indonesia. The draft e-worksheet was validated by experts using validation questionnaires and critical thinking ability instruments using essay tests. The data were analyzed using N-Gain formulation. Based on the result, the developed e-worksheet in chemistry material has exactly valid with score percentages 88.88% and average critical thinking ability about 60 with enough category. Therefore, it can be concluded that e-worksheets using kvisoft flipbook maker software based on lesson studies that have been developed can improve critical thinking ability of teacher and students.</p>
  • The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning
    Citra Ayu Dewi, Pahriah Pahriah, Ary Purmadi
    International Journal of Emerging Technologies in Learning, 2021
    Chemistry learning is faced with problems that emphasize students' difficulty in learning the basic chemistry concepts to become increasingly difficult and less meaningful. Digital literacy can understand chemistry concepts and develop critical thinking skills because digital literacy emphasizes reading, writing, understanding, evaluating, communicating, and using the information in different formats. This research aims to determine the role and urgency of digital literacy for generation Z students in chemistry learning. This research is descriptive qualitative research. The research subjects were chemistry education students of FSTT of Universitas Pendidikan Mandalika. In this study, there were two types of data; primary and secondary data. The primary data was collected through direct observation and interviews. Secondary data was collected through the literature review. The results showed that digital literacy is needed in chemistry learning by focusing on the needs of Generation Z students in accessing the internet as a medium to promises ease of community connectivity, starting from how to communicate, collaborate, be creative, solve problems, make decisions, and consume information. In chemistry learning, digital technology can help improve chemistry teaching quality in technical, cognitive, and social aspects. Also, digital technology has become necessary in chemistry learning because it can help students learn better with various ICT-enabled features that can motivate understanding of chemistry concepts and reduce cognitive memory load when studying ICT-based chemistry. Thus, digital literacy is urgent for Generation Z students in chemistry learning.
  • Effect of Contextual Collaborative Learning Based Ethnoscience to Increase Student’s Scientific Literacy Ability
    Journal of Turkish Science Education, 2021
  • Improving creativity of prospective chemistry teacher through chemoentrepreneurship oriented inquiry module on colloid topics
    C A Dewi
    Journal of Physics Conference Series, 2019
  • The effect of chemo-entrepreneurship oriented inquiry module on improving students' creative thinking ability
    Journal of Turkish Science Education, 2019
  • An ethnoscience study in chemistry learning to develop scientific literacy
    C. Dewi, Yusran Khery, M. Erna
    Jurnal Pendidikan IPA Indonesia, 2019