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All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) Hydrogen: Jurnal Kependidikan Kimia
Andi Ifriany
Tanjungpura University
Chemistry Education Other

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The Effectiveness Of Using Student Worksheet Accompanied by Hybridization Kit On The Discovery Learning Model Nanda Lista Putri; Erlina; Andi Ifriany
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 6 (2025): December 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i6.18537

Abstract

Chemistry learning, especially the topic of hybridization, is often considered difficult by students because the concepts are abstract and cannot be clearly visualized through 2D textbook images. This study aims to determine the effectiveness of using Student Worksheets (LKPD) accompanied by a Hybridization Kit (Hy-KIT) through the Discovery Learning model. The research employed a quantitative approach with a quasi-experimental design. The sample (N=72) was selected using purposive sampling and consisted of a control class (36 students) that used conventional worksheets (LKS) and an experimental class (36 students) that used LKPD with Hy-KIT. The research method used was a quasi-experimental design with a Nonrandomized Control Pretest–Posttest design. Data were collected through validated essay-type pretest and posttest questions. The novelty of this study lies in the integration of the 3D Hy-KIT media, which provides a real visualization of orbital shapes, with the Discovery Learning model. This combination serves as an alternative learning tool to significantly enhance students’ understanding of this abstract material. The results showed that both classes experienced improvement, but the experimental class demonstrated higher learning gains than the control class. The Effect Size (ES) calculation produced a value of 0.6, which falls into the medium category, indicating that the LKPD accompanied by Hy-KIT is effective in improving students’ understanding of hybridization concepts.
Factors Influencing Learning Difficulties in Stoichiometry Among Chemistry Education Students Monika; Eny Enawaty; Andi Ifriany
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 3 (2026): May
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i3.1323

Abstract

Learning difficulties in the Basic Chemistry course remain a common problem among chemistry education students, especially in stoichiometry, as reflected in low final examination scores. Therefore, this study aims to analyze the factors contributing to learning difficulties in stoichiometry among chemistry education students in a Basic Chemistry course. This research employed a quantitative descriptive method involving 48 students selected through purposive sampling. Data were collected using questionnaires, interviews, and documentation. Data were analyzed using descriptive percentage analysis to determine the relative contribution of each factor. The results reveal that learning difficulties are influenced by internal and external factors. Internal factors include physical condition (50%), categorized as Poor; physiological function (29%), categorized as Very Poor; interest (29%), categorized as Very Poor; and motivation (32%), categorized as Very Poor. Meanwhile, external factors consist of family environment (22%), in the Very Poor category, campus environment (31%) in the Very Poor category, and community environment (29%) in the Very Poor category. The percentages indicate the relative contribution of each factor to students’ learning difficulties, with physical condition emerging as the most dominant factor affecting students’ understanding of stoichiometry. These findings underscore the need for lecturers to develop more effective learning strategies, increase students’ motivation and interest, and create a supportive learning environment. In addition, students are expected to improve their learning readiness and actively manage their learning conditions in order to better understand stoichiometry.
Co-Authors Eny Enawaty Erlina Monika Nanda Lista Putri