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All Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA)
Putri Nabilah
Prince of Songkla University, Songkla, Thailand

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Implementation of Problem Based Learning Assisted by Excel Virtual Laboratory to Enhance Students' Conceptual Understanding of Reaction Equation Subject Putri Rahmadani; Ibnu Khaldun; Sri Winarni; Putri Nabilah
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.2039

Abstract

The limitations of chemistry laboratory facilities in schools, as well as students' low motivation and conceptual understanding of reaction equation subject, necessitate the implementation of an innovative, technology-assisted learning model. This study aims to apply a problem-based learning (PBL) model assisted by an excel-based virtual laboratory (ChemRec) and to test its effectiveness in enhancing learning motivation and understanding of the concept of reaction equations. The research employed a quasi-experimental design with a non-equivalent control group design. The research subjects were tenth-grade students of SMAN 1 Bandar, divided into an experimental class (n=26) and a control class (n=27). The experimental class received PBL instruction assisted by ChemRec, while the control class received conventional instruction. The research instruments consisted of an ARCS model learning motivation questionnaire (20 items) and a conceptual understanding test (15 multiple-choice questions) which met the validity criteria (r calculated > 0.361) and reliability criteria (Cronbach's alpha = 0.858 > 0.70). Data analysis used the Wilcoxon signed-rank test, the Mann-Whitney U test, and N-Gain. The results showed that the application of ChemRec-assisted PBL significantly increased students' learning motivation (p=0.000 < 0.05) with an average N-Gain of 0.58 (moderate category). All 26 students in the experimental class experienced an increase in learning motivation. The average posttest score of the experimental class (89.23) was higher than that of the control class (75.80) with p < 0.001. The application of the excel-based virtual laboratory-assisted PBL is effective in increasing students' learning motivation and understanding of the concept of reaction equations, and serves as an alternative solution for schools with limited chemistry laboratory facilities
Designing Canva-Assisted Digital Flipbooks for Green Chemistry Education: Fostering Environmental Literacy Among High School Students M Nasir; Kana Puspita; Hayatun Faulisa; Putri Nabilah
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 2: JUNE 2026
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i2.1563

Abstract

The limited availability of interactive and technology-based learning media in chemistry learning, particularly in green chemistry topics, often reduces students’ motivation, engagement, and conceptual understanding in senior high schools. This study aimed to develop Canva-assisted flipbook learning media on green chemistry materials for senior high school students and evaluate its feasibility, practicality, and effectiveness in supporting chemistry learning. The research employed a research and development (R&D) method using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The study was conducted at SMA Labschool Syiah Kuala, Banda Aceh, involving 33 students and a chemistry teacher. Data were collected through validation sheets and response questionnaires administered to experts, students, and teachers. Quantitative data were analyzed using percentage-based descriptive analysis. The developed flipbook integrated text, images, videos, animations, and interactive activities designed using Canva to support contextual and visually engaging green chemistry learning. Validation results from experts indicated that the learning media achieved a highly feasible category with an average score of 91.7%. Student responses showed a very positive perception with an average score of 88.3%, while teacher responses reached 92.2%, both categorized as very good. The findings demonstrated that the Canva-assisted flipbook media enhanced students’ motivation, engagement, conceptual understanding, and environmental awareness during chemistry learning activities. Therefore, the developed media can serve as an innovative and interactive digital learning resource for green chemistry education in senior high schools and support the implementation of technology-based learning in the digital era
Co-Authors Hayatun Faulisa Ibnu Khaldun Kana Puspita M Nasir Putri Rahmadani Sri Winarni