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<p>The integration of educational technologies in higher education has increased the use of digital learning resources such as e-books to support innovative instructional approaches. This study investigated the effect of e-book–mediated case method instruction on real-world case solving skills and religiosity among pre-service chemistry teachers, while controlling for prior chemistry knowledge. A quasi-experimental pretest–posttest control group design was employed involving 80 students from a Chemistry Education program at a public university in Indonesia. Participants were assigned to an experimental group (<i>n</i> = 40) receiving e-book–mediated case method instruction and a control group (<i>n</i> = 40) receiving conventional instruction. Data were collected using a prior chemistry knowledge test, a real-world case solving skills assessment scored with an analytic rubric, and a religiosity assessment. The data were analyzed using ANCOVA. The results revealed a significant effect of instructional method on real-world case solving skills, F(1,77) = 599.02, <i>p</i> &lt; .001, partial η² = 0.886, indicating a very large effect. Instructional method also significantly affected religiosity, F(1,77) = 90.29, <i>p</i> &lt; .001, partial η² = 0.540, indicating a large effect. Prior chemistry knowledge significantly predicted real-world case solving skills (<i>p</i> = .014) but not religiosity (<i>p</i> = .832). These findings suggest that e-book–mediated case method instruction can effectively enhance both cognitive and value-oriented learning outcomes in chemistry teacher education. The study highlights the potential of designing e-books as technology-mediated learning environments that integrate authentic cases and reflective prompts to promote analytical reasoning and value-based reflection.</p>

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The effect of e-book-mediated case method instruction on real-world case solving skills and religiosity among pre-service chemistry teachers

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月7日

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  • Ayi Darmana,
  • Rabiah Afifah Daulay,
  • Haqqi Annazili Nasution,
  • Marnida Yusfiani,
  • Mutia Ardila,
  • Chaerul Rochman

摘要

The integration of educational technologies in higher education has increased the use of digital learning resources such as e-books to support innovative instructional approaches. This study investigated the effect of e-book–mediated case method instruction on real-world case solving skills and religiosity among pre-service chemistry teachers, while controlling for prior chemistry knowledge. A quasi-experimental pretest–posttest control group design was employed involving 80 students from a Chemistry Education program at a public university in Indonesia. Participants were assigned to an experimental group (n = 40) receiving e-book–mediated case method instruction and a control group (n = 40) receiving conventional instruction. Data were collected using a prior chemistry knowledge test, a real-world case solving skills assessment scored with an analytic rubric, and a religiosity assessment. The data were analyzed using ANCOVA. The results revealed a significant effect of instructional method on real-world case solving skills, F(1,77) = 599.02, p < .001, partial η² = 0.886, indicating a very large effect. Instructional method also significantly affected religiosity, F(1,77) = 90.29, p < .001, partial η² = 0.540, indicating a large effect. Prior chemistry knowledge significantly predicted real-world case solving skills (p = .014) but not religiosity (p = .832). These findings suggest that e-book–mediated case method instruction can effectively enhance both cognitive and value-oriented learning outcomes in chemistry teacher education. The study highlights the potential of designing e-books as technology-mediated learning environments that integrate authentic cases and reflective prompts to promote analytical reasoning and value-based reflection.