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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Entropi Jurnal Inovasi Pendidikan Kimia Irfani Tadbir: Jurnal Manajemen Pendidikan Islam SEJ (Science Education Journal) Orbital: Jurnal Pendidikan Kimia Indonesian Journal of Chemistry Jambura Journal of Educational Chemistry Jambura Journal of Chemistry JKPK (Jurnal Kimia dan Pendidikan Kimia) Jurnal Crystal : Publikasi Penelitian Kimia dan Terapannya JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Jurnal Penelitian, Pendidikan dan Pengajaran: JPPP Jurnal Sibermas (Sinergi Pemberdayaan Masyarakat) Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Arus Jurnal Sosial dan Humaniora Arus Jurnal Psikologi dan Pendidikan Jurnal Pendidikan Sang Surya EDUCTUM: Journal Research JAGE Innovative: Journal Of Social Science Research International Journal of Technology and Education Research International Journal of Education, Vocational and Social Science Pentagon: Jurnal Matematika dan Ilmu Pengetahuan Alam Damhil: Jurnal Pengabdian kepada Masyarakat Indonesian Journal of Innovation Multidisipliner Research Jurnal Cendekia Ilmiah PESHUM Jurnal Pendidikan Kimia, Fisika dan Biologi Jurnal Riset dan Pengabdian Interdisipliner Konstanta : Jurnal Matematika dan Ilmu Pengelatuan Alam Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo JIPI (Jurnal IPA dan Pembelajaran IPA)
Astin Lukum
Universitas Negeri Gorontalo
Religion Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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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.
Problem Based Learning Model to Improve Analytical Thinking Skills of Grade XI Senior High School Students Sri Rahmawati Dukalang; Astin Lukum; Julhim S Tangio; Mangara Sihaloho; Wiwin Rewini Kunusa
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.v8i2.39030

Abstract

Thermochemistry remains one of the most challenging topics in senior high school chemistry because students are required to understand abstract concepts, perform quantitative reasoning, and connect chemical phenomena with real-life contexts. However, students’ analytical thinking skills in thermochemistry are often still limited, particularly in differentiating, organizing, and attributing information during problem-solving activities. This study aimed to examine the effect of the Problem Based Learning model on improving Grade XI students’ analytical thinking skills in thermochemistry. The research employed a quasi-experimental method with a non-equivalent control group pretest-posttest design. The study was conducted at SMA Negeri 1 Kabila during the first semester of the 2025/2026 academic year, involving 49 students divided into an experimental class taught using Problem Based Learning and a control class taught using conventional instruction. Data were collected using a nine-item essay test and analyzed through normality, homogeneity, independent-samples t-test, and N-Gain analysis. The results showed that the data were normally distributed and homogeneous. The independent-samples t-test indicated a significant difference between the two classes, with tcount = 4.055 exceeding ttable = 1.678. The N-Gain results also showed that the experimental class achieved higher improvement across all analytical thinking indicators than the control class. These findings imply that Problem Based Learning is an effective instructional model for strengthening students’ analytical thinking skills in thermochemistry.
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
Cognitive Fragility in Newtonian Problem Solving: A Critical Examination of Metacognitive Monitoring and Evaluation Processes Dewi Diana Paramata; Mursalin Mursalin; Astin Lukum; Masra Latjompoh; Frida Maryati Yusuf; Elya Nusantari; Masri Umar; Yosie Andriani
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.v10i2.1814

Abstract

Solving problems related to Newton’s laws of motion requires strong executive control over operational thinking processes. Empirical evidence, however, indicates that many students experience systemic fragility within their cognitive structures as a result of dysfunction in metacognitive regulation. This study aimed to identify and critically examine the extent of students’ cognitive fragility in solving Newtonian mechanics problems, with particular emphasis on the metacognitive functions of monitoring and evaluation. The study employed a qualitative approach using a descriptive-exploratory design with a critical diagnostic orientation. Data were collected from students in the Science Education Program at Universitas Negeri Gorontalo through the Newtonian problem solving ability test  and retrospective task-based clinical interviews. The data were analyzed interactively through the stages of data condensation, data display, and conclusion drawing. The findings revealed severe metacognitive dysfunction across both regulatory phases. During the monitoring stage, cognitive fragility appeared in the form of loss of visual anchoring to free-body diagrams, anomalies in assigning vector-coordinate signs, and a strong tendency to engage in jumping steps, which emerged as the most dominant type of error. At the evaluation stage, students’ reasoning was largely characterized by evaluation neglect and a superficial focus on outcome verification, where attention was limited to obtaining a final numerical answer. As a result, students frequently accepted physically unreasonable and anomalous solutions without engaging in self-correction or critical reflection. Overall, the study concludes that the collapse of students’ algebraic and physical reasoning stems directly from the breakdown of the feedback relationship between real-time monitoring and retrospective evaluation processes
Co-Authors Abas, Dina Afrilia Ali Ahmad Kadir Kilo Akili, Abd. Wahid Rizaldi Akram La Kilo Akram La Kilo Akram La Kilo Akram La Kilo Anggraini Dj Usman Ansar Anwar, Nurhayati Apriani Katili, Yeyen Ardi Kapahang Arfan Arsyad Arifin Suking Arviani Arviani Arviani Arviani Asniwati Zainuddin Bintang Maharani Botutihe, Deasy N Botutihe, Deasy N. Deasy Natalia Botutihe Dewi Diana Paramata Dilapanga, Windi Elya Nusantari Emma Julin Pongoh Erga Kurniawati Erni Mohamad Evie Paendong Faisal Moko Faisal Moko Fajriyanto Djafar Fatma Tahir Febriyani Tue Frida Maryati Yusuf Genes, Alma J Guge, Sri Rahmawati Hamid Majelis Haris Munandar Hasan, Meiske Hendri Iyabu Hikaya, Nur’ain I Made Hermanto Ihsan, Maimun Indra Igirisa Ishak Isa Jaapar, Minarti Jepril Julhim S Tangio Julhim S. Tangio K Baderan K. Salimi, Yuszda Kostiawan Sukamto, Kostiawan La Alio La Alio La Ode Aman Lasulika, Cindy Tsasil Linggama, Fadila Luawo, Aprilia Lukman A. R. Laliyo Lukman A.R. Laliyo Lutfiani, Wiwit Machmud, Dewi Sartika Manaa, Ramayanti N Mangara Sihaloho Mardjan Paputungan Margaretha Solang Marnila Marnila Masra Latjompoh Masri Umar Masrid Pikoli Mayawati Uno Miftahul Nur Moh Izwarto Piyohu Moko, Faisal Muhammad isman Jusuf Muhammad Isra Mursalin Nasadi, Nurlaila Nita Suleman Noi, Siskawati Novianty Djafri Nur Azizah Dj. Junus Nur Fadillah Pulukadang Nur Widia Ky. Martam Nurhayana, Nurhayana Nurhayati Bialangi Nyoman Sriastuti Opir Rumape Pahrun, Abdul Wahab Podu, Regina Putri Polamolo, Adelia Nur Pou, Siti Nurhaliza Pratiwi One Putriani L. Maliki Qalifa Mashita Baga Rahmatiya Abdjul Rauf, Nuramna Roslina Imran Rustam I. Husain Rymond Jusuf Rumampuk S. Gani, Melinda Sabihi, Aprianto Sabora, Ririn S. Saeng, Cicilia Yulianti Sangkota, Vivi Dia Afrianti Sermiati Angkareda Sifa Nurul Aisyah Siti Aminah Siti Jabaria Anwar Siti Nurhaida AR Salam Sitti Nurhalizah Dunggio Sri Rahmawati Dukalang Sriyana Ohi Suleman Duengo Suryanto Suryanto Syam S. Kumaji Thayban Thayban Thayban, Thayban Tirtawaty Abdjul Tue, Febriyani Uge, Asna Umar, Ahmat Sudir Wawan Tahir Widya Rahmawaty Saman Wiwin Rewini Kunusa Yeyen Apriani Katili Yoseph Paramata Yosie Andriani Yusuf, Sri Ayuning Yuszda K Salimi Yuszda K. Salimi