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All Journal JKPK (Jurnal Kimia dan Pendidikan Kimia)
Nurma Yunita Indriyanti
Magister of Chemistry Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret,Surakarta
Chemical Engineering, Chemistry & Bioengineering Chemistry

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Effectiveness of the pH Master Application on Acid-Base Concepts as a Digital Alternative to Conventional Laboratory Practices for Enhancing Student Learning Outcomes" Agnys Dewi Kusumawati; Sri Retno Dwi Ariani; Nurma Yunita Indriyanti
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 9, No 2 (2024): JKPK (Jurnal Kimia dan Pendidikan Kimia)
Publisher : Program Studi Pendidikan Kimia FKIP Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkpk.v9i2.89855

Abstract

Traditional Chemistry Laboratories, such as acid-base reactions, are hard to demonstrate for present-day students in their lab classes when they need to have the knowledge exchange we had, graduating (and teaching) with mortar boards lined up and ready for weddings. The Evaluation Of The Digital Platform “pH Master” For Enhancing Chemistry Student Performance Through A Virtual Imitation of Traditional Lab Practices The study used Akker's research and development model, including initial studies, product design, testing products, and trials. Validation was done using the Aiken formula by two expert validators and three practitioners for all items with a V value greater than 0.87. Surveys for needs analysis involved 45 students, and the learning effects were assessed with 90 students across three schools. Results Students responded favourably to the pH Master app and perceived ineffable pedagogical value. Most students agreed on the necessity of doing practical activities about what was being learned, and almost all also had trouble understanding study materials specifically related to acids and bases. The results showed a statistically higher mean n-gain value in the experimental group than in control one (0.6622 versus 0.5691) by independent t-test across three schools at p < 0,001 significance level between the two groups. This then confirms that the media created did support student learning. This study highlights the potential of the pH Master app to enhance student learning experience and active involvement in chemical education, which suggests a promising approach towards digitalising conventional practical work.
Analysis of Chemistry Podcast Implementation in Learning Hydrocarbons and Petroleum for Inclusive Students Pingki Wahyu Septianing; Sulistyo Saputro; Lina Mahardiani; Nurma Yunita Indriyanti; Icha Desti
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 9, No 2 (2024): JKPK (Jurnal Kimia dan Pendidikan Kimia)
Publisher : Program Studi Pendidikan Kimia FKIP Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkpk.v9i2.88340

Abstract

This research aims to conduct a feasibility analysis of a chemistry podcast, referred to here as “PodChem,” and to examine the impact of PodChem on learning hydrocarbons and petroleum. This study employs a pre-experimental method. The podcast media were developed using Anchor software and evaluated through a survey using a podcast media assessment questionnaire. The evaluation was carried out by lecturers as validators and students as podcast users. The assessed aspects include content, functionality, and appearance as complementary media in learning hydrocarbons and petroleum. The results indicate that the chemistry podcast PodChem was successfully produced using Anchor software. The findings suggest that PodChem is valid and suitable for educational use. The audio quality produced using Anchor is clear, and its accessibility is broad. Additionally, students reported that the content is relevant and enhances their understanding of the subject matter. Most students also found the podcast to be easily accessible and effective in conveying the concept. In terms of appearance, students agreed that the podcast title is engaging, the delivery is captivating, and the duration is appropriate. The implementation of PodChem in chemistry learning received positive feedback from students, with the majority accepting the use of podcast media in the classroom. Furthermore, 88.9% of respondents expressed a desire for podcasts to be used as complementary media in future learning, as they found podcasts to be more interesting, insightful, and easy to understand. These conclusions are supported by the results of student questionnaires and the assessment of assignments conducted by teachers in class.
Co-Authors Agnys Dewi Kusumawati Icha Desti Lina Mahardiani Pingki Wahyu Septianing Sri Retno Dwi Ariani Sulistyo Saputro