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All Journal JURNAL KIMIA SAINS DAN APLIKASI Jurnal Pendidikan Kimia Indonesia Jurnal Entropi Biology, Medicine, & Natural Product Chemistry Jurnal Tadris Kimiya Indonesian Journal of Chemistry Chemistry Indonesian Journal of Chemical Research AR-RAZI Jurnal Ilmiah Jurnal Kartika Kimia Jambura Journal of Educational Chemistry Jambura Journal of Chemistry JCER (Journal of Chemistry Education Research) Acta Chimica Asiana Hydrogen: Jurnal Kependidikan Kimia Indonesian Journal of Pharmaceutical Education Indonesian Journal of Chemistry and Environment JURNAL KIMIA SAINTEK DAN PENDIDIKAN Jurnal Manusia dan Lingkungan Molekul: Jurnal Ilmiah Kimia International Journal of Technology and Education Research International Journal of Education, Vocational and Social Science Algoritma: Jurnal Matematika, Ilmu Pengetahuan Alam, Kebumian dan Angkasa Jurnal Sains dan Kesehatan Damhil: Jurnal Pengabdian kepada Masyarakat Jurnal Pendidikan Kimia, Fisika dan Biologi Konstanta : Jurnal Matematika dan Ilmu Pengelatuan Alam
Akram La Kilo
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Development of a Differentiated Learning-Based Chemical Bonding Teaching Module to Enhance Scientific Argumentation Skills Wawan Tahir; Yuszda K. Salimi; Akram La Kilo; Lukman Abdul Rauf Laliyo; Astin Lukum; Masrid Pikoli
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.v8i1.35112

Abstract

This study aimed to develop a differentiated teaching module to enhance students' scientific argumentation skills on chemical bonding material. The method used was Research and Development (R&D) with the 4D model (Define, Design, Develop, Disseminate). Validation results from experts showed that the developed differentiated teaching module was highly valid (92% and 94%), very practical (100% and 97%), and effective, with more than 80% of students achieving the minimum competency standard (KKM) and an average score of 88. The improvement in scientific argumentation skills was reflected in the average pre-test score of 64, which increased to 80 in the post-test. Specifically, the indicators of scientific argumentation showed improvement: claims increased from 62.9% to 75.4%, data from 66.3% to 84%, warrants from 67.8% to 82.1%, and backings from 68.4% to 79.4%. The increase in scientific argumentation scores from pre-test to post-test indicates that the developed teaching module was effective in helping students hone their argumentative skills. However, the ability to formulate claims and backings still requires reinforcement, as they demand a more complex understanding. Nevertheless, this improvement suggests that the differentiated teaching module created and implemented can strengthen students' scientific argumentation skills in understanding chemical bonding material, making it recommended for broader application, especially in science education.
A Review of Ethno-STEM Learning Modules in Chemical Kinetics: Bridging Cultural Relevance and Conceptual Understanding of Reaction Rates Selviana Musa; Akram La Kilo; Ishak Isa; Masrid Pikoli
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.v8i1.33438

Abstract

This review explored how ethno-STEM learning modules help students understand reaction rates in chemical kinetics. These modules combine science with culture to make lessons more engaging and easier to relate to. We looked at how the modules were designed and used, how they supported learning, and how they mixed cultural content with science. We also compared different strategies—like inquiry learning and technology use—and identified common teaching problems.We focused on studies from secondary schools, vocational programs, and universities published up to mid-2024. These studies used different methods, such as interviews, surveys, and classroom experiments. We found that culture-based modules made chemistry more relevant and kept students motivated. Inquiry learning and technology also helped students understand reaction rates better. However, many of these strategies still need better ways to measure success and reach more students. Some students struggled with graphs and formulas, but active learning and visual tools helped improve their understanding. Teachers and students liked the modules because they connected chemistry to real life and local knowledge. Still, how engagement is measured varies between studies. In general, this review shows that ethno-STEM has strong potential to improve chemistry lessons by linking science and culture. But future research should be more consistent and explore how to use these methods in different types of classrooms.
Demonstrasi Kimia Sederhana sebagai Media Edukasi Sains dalam Meningkatkan Minat dan Rasa Ingin Tahu Anak TK dan SD Akram La Kilo; Wiwin Rewini Kunusa
Damhil: Jurnal Pengabdian kepada Masyarakat Vol 5, No 1: June 2026
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/damhil.v5i1.40177

Abstract

Science education at an early age plays an important role in fostering scientific literacy, curiosity, and interest in learning. However, science learning for kindergarten and elementary school children is often delivered through conventional approaches that provide limited opportunities for direct exploration and experimentation. This community service program aimed to implement simple chemistry demonstrations as an interactive science education medium to enhance children's interest and curiosity toward science. The program was conducted through the Gorontalo Expolaboratorium – Science for Kidz at the Integrated Laboratory of Universitas Negeri Gorontalo, involving 17 kindergarten and elementary school students from six schools in Gorontalo Province. The activities adopted an experiential learning approach combined with inquiry-based learning, featuring five simple chemistry demonstrations: Lava Lamp, Balloon Inflation, Elephant Toothpaste, Invisible Ink, and Dragon's Breath. Program evaluation employed descriptive qualitative analysis supported by quantitative data collected through observations, documentation, participant engagement, and satisfaction surveys. The results showed that all participants completed the entire program with a high level of enthusiasm and active participation. Approximately 80% of participants and their parents expressed satisfaction with the activities. The demonstrations successfully stimulated children's curiosity, encouraged them to ask questions, participate in discussions, and relate scientific phenomena to everyday experiences. Furthermore, the program enhanced the pedagogical competencies of graduate students serving as facilitators in communicating scientific concepts to young learners. These findings indicate that simple chemistry demonstrations provide an effective, enjoyable, and experiential approach to introducing science concepts and promoting scientific literacy among young children
Co-Authors Ahmad Kadir Kilo Alberto Costanzo Alberto Costanzo Ambarwati Ambarwati Anita Muhammad Apriani Katili, Yeyen Arsyad, Muhammad Arif M. Arviani Arviani Asisah, Asisah Astin Lukum Bait, Dewimuliawati J. Bambang Prijamboedi Botutihe, Deasy N. Bumulo, Nuraini Christopel, Nelpiani Christopel, Nelpiani D. Mazza D. Mazza, D. Daing, Hardianti Dandi Saputra Halidi Daniele Mazza Daniele Mazza Deasy N Botutihe Deasy Natalia Botutihe Dewi Budi Purwati Dilapanga, Windi Djafar, Yuliyanti Wahab Eka Anggraini Odja Erga Kurniawati Erni Mohamad Fatma Tahir Gonibala, Alfikry Hadis, Sutra S Hendri Iyabu Hidanurhayati, Hidanurhayati Ibrahim, Indriyanti Ika Riyana Tungkagi Ishak Isa Ismunandar Ismunandar Jafar La Kilo Julhim S Tangio Julhim S. Tangio K. Salimi, Yuszda Kadir, Ahmad Kostiawan Sukamto, Kostiawan Kupang, Sri Revayana Kusrini Kusrini La Alio La Alio La Ode Aman Lukman A. R. Laliyo Lukman A.R. Laliyo Maksum, M. Junaidi Mangara Sihaloho Mardjan Paputungan Masrid Pikoli Mian Kau Monoarfa, Zunarti P Muhamad Abdulkadir Martoprawiro Muhammad Taufiq Nur Najah, Adilla Syahsiyatun Nelpiani Christopel Netty Ino Ischak Nita Suleman Nur Fadillah Pulukadang Nurhayati Bialangi Opir Rumape Pahrun, Abdul Wahab Patilima, Rusmiyati Ramona Nintias R. Abas Ramona Nintias R. Abas Regina Olii Reski Rahmatia Idris Rusmiyati Patilima S. Gani, Melinda Sabihi, Ismail Saleh, Sri Deltalia Salman, Lismawati Saprini Hamdiani Sarmini A Iladat Selviana Musa Siti Romla Maspeke Sri Wanti Sappe Subawa, Kadek Suleman Duengo Suryanto Suryanto Tahir, Wawan Triwahyuni S. Umamah Umar, Ahmat Sudir Wawan Tahir Weny J.A. Musa Weny J.A. Musa Weny J.A. Musa Wiwin Rewini Kunusa Wiwiyani, Wiwiyani Yahyu Tanaiyo Yuszda K Salimi Zaenul Wathoni