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All Journal Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) FONDATIA Pelita Eksakta PAKAR Pendidikan Hydrogen: Jurnal Kependidikan Kimia JagoMIPA: Jurnal Pendidikan Matematika dan IPA SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Jurnal Pijar MIPA Journal of Educational Sciences Chimica Didactica Acta : Journal of Chemistry and Chemistry Education Journal of Chemistry Education and Integration
Aini, Faizah Qurrata
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Religion Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Journal : Jurnal Pijar MIPA

 1 
The Relationship Between Prior Knowledge and Students’ Chemical Literacy Pebriani, Nur Indah; Aini, Faizah Qurrata
Jurnal Pijar Mipa Vol. 20 No. 5 (2025)
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v20i5.9598

Abstract

Chemical literacy is a key component of scientific literacy, enabling individuals to understand, evaluate, and apply chemical concepts in real-life situations. This study investigates the relationship between students' prior knowledge and their chemical literacy on acid-base topics in senior high school. The study employed a quantitative descriptive method with a correlational approach, involving 99 eleventh-grade students from three accredited private schools in Padang City, Indonesia. Two validated instruments were used to collect data: the Structured Essay Diagnostic Test of Chemistry (SEDToC) to assess prior knowledge, and a discourse-based chemical literacy test. Data analysis included descriptive statistics and Spearman's Rank correlation. Results revealed a very weak and statistically insignificant positive correlation between prior knowledge and chemical literacy (rₛ = 0.1454; p > 0.05), with a coefficient of determination (r²) of 2.1%. Stoichiometry emerged as the subtopic with the highest level of understanding (41.68%), while chemical bonding was the lowest (3.05%). Although most students demonstrated procedural understanding, many struggled with contextual and discourse-based questions that required higher-order thinking. A high rate of misconceptions (36.59%) was also identified, which negatively affected students’ ability to reason and interpret chemical phenomena accurately. This study highlights that conceptual understanding alone is insufficient to support chemical literacy. The novelty of this research lies in its focus on chemical literacy as a multidimensional construct, beyond mere content mastery. The findings suggest that instructional strategies should not only strengthen prior knowledge but also integrate real-world contexts and promote critical thinking. Future research is recommended to explore other contributing factors such as motivation, metacognitive awareness, and teaching approaches that could better foster students’ chemical literacy. To support this, educators should design learning strategies that go beyond reinforcing prior knowledge and emphasise contextual, inquiry-based, and reflective approaches to develop students' comprehensive chemical literacy.
The Analysis of Students Creative Thinking Ability Using Mind Map on Solution Topic Wahyuni, Melati; Aini, Faizah Qurrata
Jurnal Pijar Mipa Vol. 20 No. 7 (2025)
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v20i7.10379

Abstract

Creative thinking is one of the key competencies in 21st-century education. This study aimed to analyze students’ creative thinking skills on the topic of solutions using mind maps as an assessment tool. This study used a quantitative descriptive method involving 44 XII-grade students from two senior high schools in Padang City during the 2025/2026 academic year. The instrument used was adapted from Rahayu et al., focusing on four indicators of creative thinking: fluency, flexibility, originality, and elaboration. The results showed that most students (95.45%) were categorized as less creative, while one student (2.27%) was creative, and one (2.27%) was not creative. No students achieved the highly creative level. The highest achievement was in the fluency aspect (86.36%), followed by flexibility (60.90%), originality (38.25%), and elaboration (19.88%). These findings indicate that students were relatively capable of generating ideas but struggled to develop and connect them in more original and detailed ways. This study highlights the novelty of using mind maps as an alternative assessment tool for measuring creative thinking in chemistry learning, specifically in the context of solutions, and suggests the need for creativity-oriented instructional approaches.
Co-Authors Andani, Rifka Apriyani, Difva Ariani, Siti Nurfaizah Ayu Wulandari Desyafrianti, Vanny F, Fina Afrihany Fadila, Iffa Fauzana Gazali Febi Edinda Putri, Febi Edinda Putri Fikriansyah, Ahmad Fitri, Bali Yana Hasanah, Hasnatul Kurnia, Reni Miftahul Rahmi, Miftahul Nafisah, Aura Zahra Naibaho, Sriwahyuni Oktavianti, Femi Oktorin, Larissa Pangestuti, Annisa Dewi Pebriani, Nur Indah Pertiwi, Nadia Putri, Febi Edinda Rindiany, Nindy Aprillia Salsabila, Diva Septiani, Anggi Sulvianti, Arifah Suryani, Okta Wahyuni, Melati Wandyka, Ayu Yerimadesi Yerimadesi