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All Journal Jurnal Zarah SEJ (Science Education Journal) Jambura Journal of Educational Chemistry Arfak Chem: Chemistry Education Journal
Agung Rahmadani
Universitas Mulawarman
Humanities Chemistry Education Social Sciences Other

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Implementation of the Remap-CIRC Learning Model Toward High School Students’ Learning Outcomes in Acid–Base Topics Agusto Jeremia Giawa; Sukemi Sukemi; Agung Rahmadani; Indah Lestari
Jurnal Zarah Vol. 14 No. 1 (2026): April, 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/zarah.v14i1.8136

Abstract

Students’ difficulty in understanding abstract and complex acid-base concepts requires the implementation of appropriate learning strategies. This study aims to evaluate the effectiveness of the Reading Concept Map-Cooperative Integrated Reading and Composition (REMAP-CIRC) learning model in improving students’ learning outcomes on acid-base topics. This research employed a pre-experimental method using a one-group pretest–posttest design. The participants consisted of 33 eleventh-grade students (Class XI-4) enrolled in the science track at State Senior High School 17 Samarinda during the 2024/2025 academic year. Data were collected through pretest and posttest instruments, as well as student response questionnaires. The data were analyzed using the Wilcoxon test to determine significant differences between pretest and posttest scores. The results showed that the average student score increased from 28.18 (pretest) to 73.64 (posttest). The N-Gain value was 0.61, categorized as moderate, while the effect size was 3.14, indicating a very high effect. In addition, the student response questionnaire showed a positive response with an average percentage of 79.84% (good category). Based on these results, it can be concluded that the REMAP-CIRC learning model is effective in improving students’ learning outcomes on acid-base topics.
The effectiveness of a website-based interactive medium (chem go) on electrolyte and non-electrolyte solutions to improve chemistry learning outcomes Alfiqi Gilang Nur Romadhan Galuh Fajar Fanjalu; Muhammad Harris Irawan; Sri Lestrari; Pintaka Kusumaningtyas; Agung Rahmadani; Rosaliyanti Rosaliyanti
Arfak Chem: Chemistry Education Journal Vol. 9 No. 1 (2026): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/accej.v9i1.1278

Abstract

Learning media that lacks interactivity often causes students to become bored quickly and contributes to low learning outcomes. To meet that challenge, interactive website-based media such as Chem Go has been developed to offer a more effective learning experience. This innovation is designed to improve student learning outcomes. The purpose of this study is to examine the effectiveness of the website-based interactive media (Chem Go) in teaching electrolyte and non-electrolyte solutions. This study is a Research and Development (R&D) study using the 4D model. The population of this study is all Grade XI students at State Senior High School 6 Samarinda in the 2025/2026 academic year. The samples in this study were from classes XI-C and XI-D. The data collection technique used was cluster random sampling. The method used in this study was a pre-experiment with a two-group pre-test post-test design without a control group. The N-Gain analysis results showed values of 0.45 for class XI-C and 0.41 for class XI-D, both in the moderate category. In contrast, the Effect Size was 1.09 for class XI-C (high) and 1.41 for class XI-D (very high). The students' response to this media was positive, falling into the positive category for understanding, attitude, and active participation. These results confirm that Chem Go is an effective medium for learning chemistry and improves learning outcomes
Development of Learning Videos on the Atomic Model Concepts Based on Multilevel Representation Agustina Amalia Islami; Rony Gunawan; Farah Erika; Agung Rahmadani; Sukemi Sukemi
Jambura Journal of Educational Chemistry Vol 8, No 1 (2026): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i1.36535

Abstract

This study was motivated by difficulties in learning complex and abstract concepts in atomic model development, while commonly used learning videos still provide limited representation, reducing students’ ability to connect concepts with real phenomena. This study aims to develop a multilevel representation-based learning video on atomic model development and to examine its validity, practicality, and effectiveness using a research and development approach involving planning, production, and evaluation stages. The subjects in this study included 2 media experts, 2 material experts, 1 chemistry teacher, and 60 tenth-grade students from classes X-5 and X-6 at SMAN 14 Samarinda. Product validity was assessed by experts, practicality was measured through teacher and student questionnaires and activity observations, and effectiveness was analyzed by comparing pretest and posttest results quantitatively. The results show very high validity, with material expert validation reaching 100% and an average media expert score of 99.25%. Teacher practicality was categorized as very practical, with questionnaire and observation scores of 96.67% and 98.33%, while student practicality scores reached 82% and 81.7%, categorized as practical. The effectiveness of the media was demonstrated by an N-gain value of 0.56 (moderate) and an effect size of 4.94 (very strong), supported by positive student responses with ease of understanding scoring of 82.17% and learning interest of 86.33% (excellent category), while learning activity (79.66%) and media practicality and features (79.83%) fell into the good category. These findings confirm that multilevel representation-based learning videos effectively enhance students’ understanding of atomic model development.
Analysis the Flexibility of ChatGPT Use in Chemistry Learning Among 12th Grade Students at Senior High School in Samarinda Frederich Pakaenoni; Usman Usman; Agung Rahmadani; Sudjanani Ulfa; Kevin Tiurma Dame
Jambura Journal of Educational Chemistry Vol 8, No 2 (2026): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i2.37894

Abstract

The rapid development of artificial intelligence has influenced learning practices in chemistry, particularly through the use of ChatGPT as an adaptive learning tool. This study aims to explore how students interpret the flexibility of ChatGPT in supporting chemistry learning, focusing on flexibility of time, place, learning pace, interaction, and adaptation to individual needs. The study employed a qualitative research design with a phenomenological approach to capture students lived experiences in using ChatGPT during chemistry learning. Participants consisted of 122 twelfth grade students from SMAN 5 Samarinda and SMAK Sunodia Samarinda who actively used ChatGPT in their chemistry studies. Data were collected through open-ended questionnaires distributed via Google Forms. Data analysis followed the interactive qualitative analysis model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing or verification. The findings reveal that students perceive ChatGPT as a flexible learning facilitator that allows learning anytime and anywhere, supports self paced learning, enables repeated explanation without pressure, and provides dialogic and responsive interaction tailored to individual understanding levels. ChatGPT also helps students regulate their learning, maintain learning continuity, and create a psychologically safe learning environment. Overall, ChatGPT is interpreted not as a replacement for teachers, but as a complementary learning support that enhances student independence, self-regulated, and conceptual understanding in chemistry. These results highlight the potential role of ChatGPT in supporting adaptive, personalized, and student centered chemistry learning.
Learners’ Needs Analysis for the Development of Reaction Rate Experimental Videos Arinda Marganingtyas; Yuli Hartati; Farah Erika; Pintaka Kusumaningtyas; Agung Rahmadani
SEJ (Science Education Journal) Vol. 9 No. 2 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v9i2.1723

Abstract

Understanding chemical reaction rates requires practical experiences that allow students to observe factors influencing reaction speed. However, limited laboratory equipment and materials in many schools hinder the implementation of meaningful experiments. This study aims to determine the learning media needs of Class XI students for the development of reaction rate experimental videos at SMA Negeri 7 Malinau. A total of 17 students (n = 17) and one science teacher participated in the study. Data were collected using questionnaires and interviews, then analyzed through descriptive, qualitative, and quantitative approaches. The results show that 88.24% of students experience difficulties in learning reaction rate concepts, 76.47% perceive that videos help their understanding, and 100% agree that experimental videos are needed as learning resources. These findings highlight the urgent need for offline, visually engaging, and easy-to-understand experimental videos to support students’ conceptual understanding in contexts with limited laboratory facilities. The results of this needs analysis will directly inform the content design, structure, and visual features of the reaction rate experimental videos to be developed.
Co-Authors Agustina Amalia Islami Agusto Jeremia Giawa Alfiqi Gilang Nur Romadhan Galuh Fajar Fanjalu Arinda Marganingtyas Farah Erika Frederich Pakaenoni Indah Lestari Kevin Tiurma Dame Muhammad Harris Irawan Pintaka Kusumaningtyas Rony Gunawan Rosaliyanti Rosaliyanti Sri Lestrari Sudjanani Ulfa Sukemi Sukemi USMAN - Yuli Hartati