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All Journal Jurnal Penelitian dan Evaluasi Pendidikan JURNAL KIMIA SAINS DAN APLIKASI Jurnal Pendidikan Kimia Undiksha Jurnal Pendidikan Kimia Indonesia Jurnal Entropi Jurnal Inovasi Pendidikan Kimia QUANTUM: Jurnal Inovasi Pendidikan Sains Jurnal Penelitian Pertanian Terapan Jurnal Penelitian Pendidikan IPA (JPPIPA) AR-RAZI Jurnal Ilmiah JETL (Journal Of Education, Teaching and Learning) Jambura Journal of Sports Coaching Jambura Journal of Educational Chemistry JKPK (Jurnal Kimia dan Pendidikan Kimia) PEDAGOGIKA MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Hydrogen: Jurnal Kependidikan Kimia Experiment: Journal of Science Education NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Inverted Educational Technology Journal Jurnal Pendidikan Terapan Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) International Journal of Technology and Education Research International Journal of Education, Vocational and Social Science Algoritma: Jurnal Matematika, Ilmu Pengetahuan Alam, Kebumian dan Angkasa Damhil: Jurnal Pengabdian kepada Masyarakat Jurnal Riset dan Pengabdian Interdisipliner Konstanta : Jurnal Matematika dan Ilmu Pengelatuan Alam Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo
Lukman A. R. Laliyo
Universitas Negeri Gorontalo
Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Efektivitas Model Pembelajaran Inkuiri Terbimbing Berpendekatan STEM dalam Meningkatkan Penguasaan Konsep dan Kemandirian Belajar Lukman A.R. Laliyo; Indra Igirisa; Ahmad Kadir Kilo; Astin Lukum; Masrid Pikoli; Haris Munandar
Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 9 No. 2 (2024): Agustus 2024
Publisher : Jurusan Pendidikan Kimia Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpkim.v9i2.73

Abstract

Tujuan penelitian ini untuk menguji efektivitas model pembelajaran inkuiri terbimbing berpendekatan STEM dalam meningkatan penguasaan konsep dan kemandirian belajar siswa. Penelitian ini merupakan penelitian kuantitatif dengan subyek 88 siswa kelas XI IPA di SMAN 1 Telaga Biru. Hasil analisis penguasaan konsep diperoleh nilai rata-rata pretest pada masing-masing kelas XI IPA yaitu sebesar 18,04, 18,07 dan 18,04 sedangkan hasil posttest yaitu sebesar 72,03, 73,32 dan 62,75.Hasil analisis kemandirian belajar diperoleh nilai rata-rata pretest pada masing-masing kelas XI IPA yaitu sebesar 52,25, 47,94 dan 56,63 sedangkan hasil posttest yaitu sebesar 79,71, 74,20 dan 79,75. Hipotesis diuji menggunakan uji (t-Test: Paired Two Sample for Means). Dari data anilisis menunjukkan: 1) Diperoleh P (T<=t) two-tail sebesar 0,000 pada taraf signifikan 0,05; 2) Diperoleh P(T<=t) two-tail sebesar 0,000 pada taraf signifikan 0,05 artinya model pembelajaran inkuiri terbimbing efektif dalam meningkatkan penguasaan konsep kemandirian belajar.
Epistemic Agency as a Mediator in Dual-Path Learning: Insights from Indonesian Chemistry Classrooms Ramona Nintias R. Abas; Weny J.A. Musa; Lukman Abdul Rauf Laliyo; Masrid Pikoli; Akram La Kilo
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.v8i1.34366

Abstract

This study investigates the mediating role of epistemic agency in the relationship between students’ perceptions of constructivist learning environments and their conceptual understanding in Indonesian chemistry classrooms. A sequential explanatory mixed-methods design was employed, integrating quantitative and qualitative approaches. In the quantitative phase, data were collected from 712 high school students across five schools using an adapted Constructivist Learning Environment Survey (CLES) and a three-tier diagnostic chemistry test. Rasch modeling confirmed the strong psychometric properties of the adapted CLES, while structural equation modeling (SEM) revealed that epistemic agency significantly mediated the relationship between classroom environment perceptions and conceptual understanding. In the qualitative phase, thematic analysis of interviews with 12 selected students uncovered three dominant themes contributing to misconceptions: limited dialogic space, lack of contextualization, and teacher-dominated instruction. The integration of both data strands demonstrates that epistemic agency is not only influenced by pedagogical practices but also shaped by cultural norms. These findings extend the dual-path learning framework by embedding agency as a key mechanism for conceptual change. Pedagogically, the results underscore the need for dialogic, student-centered learning environments that promote active participation and reduce misconceptions. Policy-wise, the findings align with the OECD Learning Compass 2030 and Indonesia’s Merdeka Belajar curriculum, emphasizing the importance of agency-oriented strategies in achieving global education standards.
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.
Analysis of Students' Differentiating, Organizing, and Attributing Skills in Solving High School Chemistry Problems: Rasch Modeling Intan Salsabila Putri Ranjani; Lukman Abdul Rauf Laliyo; Mangara Sihaloho; Ishak Isa; Julhim S. Tangio; Najmah Najmah; Thayban Thayban; Erga Kurniawati
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.v8i1.32076

Abstract

This study aims to analyze the ability of XII grade high school students in solving C4 level chemistry problems based on three indicators (Differentiating, Organizing, and Attributing) using Rasch modeling. This research is a quantitative study with a non-experimental research design (survey). The results showed that the level of analyzing students with an overall percentage reached 44.3%. Analysis based on indicators, Differentiating ability reached 47.06% (sufficient category), Organizing was at 44.88% (sufficient category), and Attributing also reached 40.56% (sufficient category). The ability to analyze students in SMAN A had an average value of 0.94, SMAN B had an average value of 0.11, SMAN C had an average value of -0.09, SMAN D had an average value of -0.62 SMAN E had an average value of -0.96, SMAN F had an average value of -0.25, SMAN G had an average value of 0.18, SMAN H had an average value of -0.62, while SMAN I had an average value of -0.73.
Students’ Scientific Argumentation in Ethno-Thermochemistry: A Toulmin-Based Analysis Across Argumentation Levels Nur Widia Ky. Martam; Lukman Abdul Rauf Laliyo; Thayban Thayban; Astin Lukum; Julhim S. Tangio
Jambura Journal of Educational Chemistry Vol 8, No 2 (2026): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i2.38541

Abstract

Low students’ scientific argumentation skills remain a concern in chemistry learning because students are required not only to understand concepts but also to explain phenomena logically, based on evidence, and in accordance with scientific principles. In thermochemistry learning, ethno-thermochemistry contexts can help students connect abstract energy transformation concepts with cultural phenomena closely related to their daily lives. However, studies investigating students’ scientific argumentation skills within ethno-thermochemistry contexts, particularly based on the components of the Toulmin Argument Pattern (TAP), are still limited. Therefore, this study aims to analyze students’ scientific argumentation skills in ethno-thermochemistry learning using TAP. This study employed a descriptive quantitative design involving 101 high school students. Data were collected through a multiple-choice test consisting of 36 items representing six ethno-thermochemistry phenomena. The instrument measured six argumentation components, namely claim, grounds, warrant, backing, qualifier, and rebuttal. The results revealed a consistent pattern in students’ argumentation, with high achievement in lower-level components (claim: 65–77%) and moderate achievement in grounds and warrant, followed by a significant decline in higher-level components, particularly backing, qualifier, and rebuttal (25–40%). These findings indicate that students are able to construct initial ideas and basic justifications but still experience difficulties in evaluative reasoning. Furthermore, ethno-thermochemistry contexts appear to support contextual understanding and activate students’ prior knowledge, but they have not been optimal in promoting higher-order argumentation skills. This study emphasizes the importance of explicit argumentation scaffolding in ethno-thermochemistry-based chemistry learning to support students’ scientific reasoning.
The Effect of STEM-Based Project-Based Learning (PjBL) on Students’ Scientific Thinking Skills in Reaction Rate Yuliana Pariyonga; Weny J.A Musa; Thayban Thayban; Lukman Abdul Rauf Laliyo; La Alio
Jambura Journal of Educational Chemistry Vol 8, No 2 (2026): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i2.38737

Abstract

Reaction rate is one of the most complex topics in chemistry and remains difficult for students to understand. This condition highlights the need for more effective instructional approaches to enhance students' scientific thinking skills.This study was conducted to analyze the effect of implementing the STEM-based Project-Based Learning (PjBL) model on the scientific thinking skills of Grade XII students in the topic of reaction rates. The research employed a quasi-experimental method using a non-equivalent control group design involving 52 students divided into an experimental class and a control class. The research instrument consisted of nine essay questions with a high level of reliability, as indicated by a Cronbach’s Alpha value of 0.740. The findings revealed that the implementation of the STEM-based PjBL model significantly enhanced students’ scientific thinking skills. This improvement was evident across all indicators measured in the experimental class, including the logical indicator, which reached 75.9%, the analytical indicator at 68.1%, the systematic indicator at 59.1%, the deductive indicator at 59.9%, and the inductive indicator, which increased to 68.1%. Furthermore, the effect size analysis yielded a score of 1.632, which falls into the very large category. Therefore, it can be concluded that the implementation of the STEM-based Project-Based Learning (PjBL) model had a very strong effect on improving students’ scientific thinking skills.
Analysis of Thermochemistry Concept Understanding of Grade XI Students Based on the Consistency of Students’ Answers Using the Parallel Three-Tier Diagnostic Test Friskawati Arkani; Mangara Sihaloho; Nita Suleman; Lukman Abdul Rauf Laliyo; Netty Ino Ischak
Jambura Journal of Educational Chemistry Vol 8, No 2 (2026): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i2.39096

Abstract

Thermochemistry is frequently regarded as difficult because students must connect observable heat phenomena, particle-level energy changes, and symbolic enthalpy calculations. This study aimed to analyze students’ thermochemistry concept understanding based on the consistency of their answers using a parallel three-tier diagnostic test. The research used a descriptive qualitative approach at SMA Negeri 1 Kabila during the odd semester of the 2025/2026 academic year. The subjects were 135 grade XI students. The instrument consisted of 20 parallel three-tier multiple-choice items arranged in 10 pairs that measured the same concepts through answer choices, reasoning choices, and confidence levels. Instrument quality was examined through expert validation and empirical testing using the Rasch model. The data were analyzed by calculating answer consistency and classifying students into knowing concept, misconception 1, misconception 2, misconception 3, and not understanding concept categories. The results showed that the average consistency of students’ concept understanding was only 29.48%, whereas inconsistency reached 70.52%. The average knowing concept category was 51.19%, followed by misconception 1 at 11.19%, misconception 2 at 16.84%, misconception 3 at 10.04%, and not understanding concept at 10.85%. These findings indicate that students’ thermochemistry understanding was not yet stable, especially for Hess law, calorimetry, and bond energy concepts.
STEM-Integrated Problem-Based Learning as a Cognitively Aligned Framework for Enhancing Critical Thinking in Thermochemistry Dea Marsanda Condong; Mangara Sihaloho; Thayban Thayban; Lukman Abdul Rauf Laliyo; Weny J.A. Musa; Erga Kurniawati; Haris Munandar; Siti Istiqomah Nggole
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.v8i1.37514

Abstract

Developing students’ critical thinking skills remains a major challenge in chemistry education, particularly in thermochemistry, which requires conceptual, symbolic, and quantitative reasoning. While STEM-integrated problem-based learning (PBL–STEM) has gained increasing attention, limited studies have examined how this instructional approach aligns with the cognitive structure of critical thinking. This study investigated the effect of the PBL–STEM model on students’ critical thinking skills in thermochemistry. A quasi-experimental design involving 64 tenth-grade students was employed. Participants were selected using purposive sampling and assigned to an experimental group and a control group. Critical thinking skills were measured using a 20-item essay test based on Facione’s framework. The instrument demonstrated high reliability (Cronbach’s α = 0.915) and strong content validity (CVI = 0.93). Data were analyzed using an independent-samples t-test. Results showed a significant difference between groups (t = 4.997, p < 0.05), with the experimental group achieving higher mean scores (M = 80.80) than the control group (M = 65.38). The effect size (Cohen’s d = 1.25) indicates a large instructional impact. These findings suggest that STEM-integrated PBL provides a cognitively aligned framework for fostering critical thinking in chemistry learning.
Applying Diagnostic Assessment with Rasch Analysis to Measure Students' Basic Understanding of Economics Neva Lionitha Ibrahim; Lukman Abdul Rauf Laliyo; Radia Hafid; Meyko Panigoro; Frahmawati Bumulo
JETL (Journal of Education, Teaching and Learning) Vol 9, No 2 (2024): Volume 9 Number 2 September 2024
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v9i2.5376

Abstract

Reviewing student understanding can be done through the diagnostic assessment process. However, many teachers have difficulty in conducting assessments. Based on the results of the theoretical study, Rasch Model Analysis can make it easier for teachers to conduct diagnostic assessments. Rasch model analysis can be used to measure the effectiveness of items on test instruments, the level of ability of respondents, and detecting differences in ability and item bias. For those reason, researchers conducted a diagnostic assessment to 330 students in 10th grade from three different High Schools in Gorontalo City. The test results processed and analyzed using Rasch modeling. The results was described in this study with a Quantitative Descriptive approach. The purpose of this study is to measure the effectiveness of the test instrument in the diagnostic assessment process, the level of student understanding, and to determine whether there are differences in ability based on gender and school category. This research found that: 1) the test instrument has good validity and reliability; 2) Students' concept understanding ability was divided into: 6% very high, 25% high, 29% medium, 25% low and 15% very low. 3) There was a significant difference between students' understanding based on school origin criteria. The findings of this research are expected to serve as recommendations for future teachers and educational practitioners to integrate diagnostic measurement with the Rasch model in evaluating student understanding.
Rasch PCM Diagnostic Analysis of Critical Thinking Item Responses in Indonesian Atomic Structure Learning Lukman A.R Laliyo; Yeyen Apriani Katili; Astin Lukum; Akram La Kilo; Masrid Pikoli
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 11, No 1 (2026): 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.v11i1.112310

Abstract

Measuring critical thinking skills (CTS) in the topic of atomic structure requires a diagnostic instrument capable of capturing students' reasoning patterns accurately, rather than merely distinguishing between correct and incorrect answers. This study aimed to develop and evaluate a complex multiple-choice diagnostic instrument based on the Rasch model to measure students' CTS on the concept of atomic structure. The instrument comprised ten items developed based on Facione's six dimensions of critical thinking: interpretation, analysis, evaluation, inference, explanation, and self-regulation. Data were collected from 850 senior high school students in Gorontalo, Indonesia, and analyzed using the Partial Credit Model (PCM) approach with WINSTEPS 4.5.5 software. Results indicated that item reliability was very high (0.99; separation = 10.63), while person reliability was moderate (0.61; Cronbach's Alpha = 0.65). Infit and Outfit MNSQ values ranged within the ideal threshold (0.99–1.00) with ZSTD values approaching zero, confirming adequate model fit. Category Probability Curve (CPC) analysis confirmed that response categories functioned sequentially, while the Wright Map demonstrated a progressive difficulty hierarchy from the interpretation to the self-regulation dimension. Differential Item Functioning (DIF) analysis revealed differential difficulty levels based on gender and grade level, particularly for self-regulation items, which proved more challenging for female students and Grade XI students. These findings underscore the importance of considering cognitive factors and learning experience in developing Rasch-based CTS diagnostic instruments for chemistry education
Co-Authors Abdullah, R. Abdullah, Romario Ahmad Azhar Kadim Ahmad Kadir Kilo Ahman Ahman Akili, Abd. Wahid Rizaldi Akram La Kilo Akram La Kilo Ali Kaku Amat Jaedun Annisa Fahmi Mannassai Anwar, Zois Apriani Katili, Yeyen Arip Mulyanto Arwin, Muh Astin Lukum Badrun Kartowagiran Bintaria, Harianti Bumulo, Frahmawati Citra Panigoro Dea Marsanda Condong Deasy N Botutihe Deasy Natalia Botutihe Dian Novian Erga Kurniawati Erga Kurniawati Erni - Mohamad Erni Mohamad Evi Hulukati Friskawati Arkani Genes, Alma J Hariani, Wa Haris Munandar Hasdiana Hasrawati Husain Hendri Iyabu Hikmatur Rahma Indhitya R Padiku Indra Igirisa Intan Salsabila Putri Ranjani Ishak Isa Ivani Kusnadi Suteno Jafar La Kilo Jemmy A Pakaya Julhim S Tangio Julhim S Tangio Julhim S. Tangio K. Salimi, Yuszda Karmila Nusi Karmila P Lamadang Khaerani Kostiawan Sukamto La Alio La Alio La Ode Aman Langi, Riyani Lasim, Windi Sulistiyani Latief, Suti Anggriani Maimun Wahab Mangara Sihaloho Maryam Rahim Masaong, Abdul Kadim Masri Kuadrat Umar Masri Kudrat Umar Masrid Pikoli Meyko Panigoro Mian Kau Mohamad Ikbal Bahua Muhammad Dimas Oktaviandy Deu Muhammad Rifai Katili Muratni Ismail Musa, Weni J.A Muthia Muthia Najmah Najmah Nani, Srimukmin Netty Ino Ischak Neva Lionitha Ibrahim Ningkaula, T. A. Nita Suleman Nur Widia Ky. Martam Nurhayati Bialangi Pahrun, Abdul Wahab Perry Zakaria Pore, Syarifah Pratiwi Hassan PUPUNG PUSPA ARDINI Puriyanto, Edi R. Abdullah Radia Hafid Rahmawati Hilala Ramona Nintias R. Abas Rampi Yusuf Regina Olii Romario Abdullah Rusijono Rusijono Rustam I Husain Rustam I. Husain S. Gani, Melinda Sangkota, Vivi Dia Afrianti Sarson W DJ Pomalato Siti Amalisa Ishak Siti Istiqomah Nggole Siti Nurqomariah Riva’i Sitti Nurhalizah Dunggio Sitti Roskina Mas Sitti Suhada Socheath Mam Sri Andrawati Biya Subawa, Kadek Suchi Wulandari Dai Sunardi . Suryanto Suryanto Suteno, Ivani Kusnadi Syamsu Qomar Badu Syawal, Apriyanto T. A. Ningkaula Tahir, Wawan Thayban Thayban Thayban, Thayban Tiara Bora Triwahyuni S. Umamah Umar, Ahmat Sudir Umarudin Nini Said Berlin Wahyuni Wijayanti Wawan Tahir Weny J.A Musa Weny J.A. Musa Wiwin Rewini Kunusa Wiwy Triyanty Pulukadang Wulansari, Najwa Shanti Yahyu Tanaiyo Yeyen Apriani Katili Yuliana Pariyonga Yuszda K Salimi