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All Journal Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Entropi Lantanida Journal SEJ (Science Education Journal) Jurnal Penelitian Pendidikan IPA (JPPIPA) ORBITA: Jurnal Pendidikan dan Ilmu Fisika Jurnal Pendidikan Fisika dan Teknologi Jambura Journal of Educational Chemistry JKPK (Jurnal Kimia dan Pendidikan Kimia) International Journal of Active Learning Eduproxima : Jurnal Ilmiah Pendidikan IPA Jurnal Sibermas (Sinergi Pemberdayaan Masyarakat) Didaktika: Jurnal Kependidikan Hydrogen: Jurnal Kependidikan Kimia Jurnal Jendela Pendidikan JagoMIPA: Jurnal Pendidikan Matematika dan IPA ACADEMIA: Jurnal Inovasi Riset Akademik Jurnal Tadris IPA Indonesia Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Jurnal Pijar MIPA Journal of Educational Sciences Quantum : Jurnal Pembelajaran IPA dan Aplikasinya Innovative: Journal Of Social Science Research Jurnal Abdimas Terapan Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Science and Education Journal Nian Tana Sikka: Jurnal Ilmiah Mahasiswa International Journal of Technology and Education Research Jurnal Pendidikan IPA Indonesia International Journal of Education, Vocational and Social Science Pentagon: Jurnal Matematika dan Ilmu Pengetahuan Alam Algoritma: Jurnal Matematika, Ilmu Pengetahuan Alam, Kebumian dan Angkasa Damhil: Jurnal Pengabdian kepada Masyarakat Jurnal Cendekia Ilmiah Jurnal Pendidikan MIPA 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
Masrid Pikoli
Universitas Negeri Gorontalo
Religion 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 Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Pengaruh Model Pembelajaran Discovery Learning Berkonteks STEM Terhadap Kemampuan Siswa Memecahkan Masalah pada Materi Sifat Koligatif Larutan Sitti Nurhalizah Dunggio; Astin Lukum; Lukman A.R Laliyo; Masrid Pikoli; Ahmad Kadir Kilo; Mangara Sihaloho
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Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jrpi.v3i3.39732

Abstract

This study aimed to examine the influence of the discovery learning model in the STEM context on students’ problem-solving skills in the colligative properties of solution material in grade XII of SMA Negeri 4 Gorontalo. The data used in this study resulted from students’ problem-solving skills. Based on analysis, the avarage score of students’ critical thinking skills was obtained with a tcount value of 11.13 and a ttable value of 1.67065 (tcount ttable), which indicated that H0 was rejected and H1 was confirmed. In conclusion, the Discovery Learning Model influences students’ problem-solving skills in the colligative properties of solution material in the context of STEM.
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.
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.
The Effect of Flipped Classroom Assisted by Edpuzzle and PhET Simulation on Students’ Critical Thinking Skills in Electrochemistry Fitriyanti Ahmad; Masrid Pikoli; Erni Mohamad; Mangara Sihaloho; Thayban Thayban; Erga Kurniawati; 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.v8i2.38902

Abstract

Students’ critical thinking skills, particularly in electrochemistry, remain low because instruction tends to be teacher-centered and makes insufficient use of interactive technology. In addition, studies investigating the use of the flipped classroom approach assisted by Edpuzzle and PhET simulations in electrochemistry learning remain scarce. Therefore, this research was conducted to examine the impact of applying a flipped classroom model integrated with Edpuzzle and PhET simulations on students’ critical thinking skills. The study used a quasi-experimental method with a non-equivalent control group design. The research sample consisted of 12th-grade students at SMA Negeri 2 Limboto, selected through purposive sampling. The research instrument consisted of a 10-item essay test that was valid and reliable, with a Cronbach’s Alpha value of 0.814. The results showed that the average critical thinking ability of students in the experimental class increased from 29.17 to 74.26, with an N-Gain value of 0.63, classified as moderate. The Wilcoxon Signed-Rank test showed a significant difference between the pretest and posttest in both classes (p < 0.05), while the Mann–Whitney U test showed no significant difference in the pretest (p = 0.060 > 0.05), but a significant difference in the posttest (p < 0.05). Thus, the flipped classroom model supported by Edpuzzle and PhET simulations can serve as an alternative learning approach to enhance students’ critical thinking skills in electrochemistry.
Analysis of Senior High School Students’ Misconceptions on Chemical Bonding Using a Three-Tier Diagnostic Test Nur Hairami Idrus; Masrid Pikoli; Erga Kurniawati; Julhim S. Tangio; Mangara Sihaloho; Thayban Thayban; Arviani Arviani; Siti Istiqomah Nggole
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.v8i2.37792

Abstract

This study aims to identify the forms and levels of students’ misconceptions on chemical bonding concepts among Grade XI students at MAN 1 Gorontalo City. The research employed a descriptive quantitative approach using a three-tier diagnostic multiple-choice test consisting of 15 items covering the subtopics of basic chemical bonding concepts, ionic bonding, covalent bonding, metallic bonding, Lewis structures, and intermolecular forces. The participants were 72 Grade XI students who had previously studied chemical bonding. Students’ responses were analyzed based on the combination of answers, reasoning, and confidence levels, and then categorized into five conceptual categories: understanding the concept (PK), misconception type 1 (MK1), misconception type 2 (MK2), misconception type 3 (MK3), and lack of concept understanding (TPK). The results show that students’ overall conceptual understanding was relatively high at 82.78%, while the overall level of misconceptions reached 12.97%. The highest misconception was found in the basic concept of chemical bonding (17.36%), followed by ionic bonding (9.72%), covalent bonding (6.48%), intermolecular forces (6.60%), Lewis structures (4.17%), and metallic bonding (3.47%). Among the misconception categories, MK1 was the most dominant (7.50%), followed by MK3 (3.06%) and MK2 (2.41%). These findings indicate that although most students demonstrate a good level of conceptual understanding, misconceptions remain present in several subtopics of chemical bonding. Therefore, instructional strategies that emphasize conceptual clarification and multiple chemical representations are needed to improve students’ understanding of chemical bonding concepts.
Enhancing Students’ Scientific Communication Skills in Electrochemistry through an Ethno-STEM–Based POE2WE Model Defliani Adam; Masrid Pikoli; Julhim S. Tangio; Wiwin Rewini Kunusa; Erga Kurniawati; Thayban Thayban
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.v8i2.37694

Abstract

Students' scientific communication skills in electrochemistry have not developed optimally because learning tends to emphasize cognitive aspects. This study aims to examine the effect of applying the Prediction, Observation, Explanation, Elaboration, Write, and Evaluation (POE2WE) learning model based on Ethno-STEM on scientific communication skills in electrochemistry. This study used a quasi-experimental method with a nonequivalent control group design involving 62 students from Suwawa 1 Public High School who were divided into an experimental group and a control group. The research instruments consisted of a test in the form of seven essay questions and non-test instruments to assess scientific communication skills during the learning process. The Mann-Whitney test results showed an Asymp. Sig. (2-tailed) value < 0.001, indicating a significant effect of the application of the Ethno-STEM-based POE2WE learning model on students' scientific communication skills. Based on the N-Gain calculation results, the scientific writing indicator was in the high category, while the information representation indicator was in the moderate category in the experimental group. In addition, the non-test assessment results showed an increase in students' scientific communication skills in three of the four indicators observed in each learning meeting.
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
Measuring Students' Perceptions of Constructivist Learning Environments Linked to Understanding of Rasch Modeling-Based Chemical Concepts Sofia Buoki; Lukman Abdul Rauf Laliyo; Haris Munandar; Akram La Kilo; Masrid Pikoli; Julhim S. Tangio; Najmah Najmah
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 10, No 2 (2025): 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.v10i2.102949

Abstract

This study aims to evaluate the suitability of data obtained from the Constructivist Learning Environment Survey instrument and a multiple-choice chemistry understanding test, as well as to examine the relationship between students' perceptions of the constructivist learning environment and their understanding of chemistry concepts. A non-experimental, quantitative descriptive approach was employed, involving 519 12th-grade science students from five high schools in Gorontalo Province during the even semester of the 2024/2025 academic year. Data analysis was conducted using the Rasch model via Winsteps 3.73 software to assess instrument quality, and SPSS software to test data normality and analyze correlations. The results indicated that both instruments were valid and reliable, with person reliability of 0.81, item reliability of 0.99, and Cronbach’s Alpha exceeding 0.80—classified as excellent. A Pearson correlation analysis revealed that the calculated r value exceeded the critical value (rcount= 0.135 &gt; rtable= 0.087), indicating a statistically significant, albeit weak, positive relationship between students’ perceptions and their chemistry understanding. The hypothesis testing results showed that the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted, confirming the existence of a relationship between students’ perceptions of constructivist learning environments and their understanding of chemistry concepts.
Co-Authors Abas, Ramona Nintias R. Abdul Gias Junus Abdul Haris Odja Abubakar Sidik Katili Adjami, Eka Nur Fadliya Ahmad Kadir Kilo Ahmad, Sri Amelia Akram La Kilo Akram La Kilo Akram La Kilo Alfiana Rahman Ali, Ramli R. Alpinawati N. Masaguni Amu, Siti Fadila Muhtar Andika Wijaya Putra Andini Pratiwi M. Mahmud Apriani Katili, Yeyen Arviani Arviani Arwin, Muh. Asnianti A. Awila Asri Arbie Astin Lukum Astin Lukum Biallangi, Nurhayati Budhi Oktavia Budhi Oktavia Buhungo, Trisnawaty Junus Bulilingo, Mohamad Rivaldi Chairunnisah J Lamangantjo Citron S Payu Defliani Adam Demanto, Fingki Aritsya Desni, Ni Wayan Devi Bunga Pagalla Dewa Gede Eka Setiawan Dewi Diana Paramata Dewi Diana Paramata Dolla Mulyana Harnas Doung, Ratha Erga Kurniawati Erni Mohamad Fahrunissa, Putri Faiga Olifia Dg. Mangawe Fatma Tahir Findra Dita Septiani Hippy Fitria Lamalani fitriyanti Ahmad Fitryane Lihawa Frida Maryati Frida Maryati Yusuf Gonibala, Alfikry HARIS MUNANDAR Haris Munandar Harnas, Dolla Mulyana Harteti Jasin Hendri Iyabu Hulinggato, Asrawati Ibrahim, Sufriyanto Inda Safitri S. Kaharu Indang Dewata Indra Igirisa Irvin Novita Arifin Ishak Isa Ismail, Siti Hardina Isnanto Isnanto Julhim S Tangio Julhim S Tangio Julhim S. Tangio Julhim S. Tangio Jusna Ahmad K. Salimi, Yuszda Kostiawan Sukamto, Kostiawan La Alio La Alio Laliyo, Lukman A.R Lando, Felma Fitrah Langi, Riyani Latief, Suti Anggriani Limonu, Rusli Lintong, Kristin Lukman A. R. Laliyo Lukman A.R. Laliyo Lukman Abdul Rauf Laliyo Mahmud, Andini Pratiwi M. Manaa, Ramayanti N Mangara Sihaloho Masra Latjompoh Minda Azhar Minda Azhar Moh Musli Malajai Moh. Fajri Langgene Mohamad, Wahyu Mu'zizat Muh. Arwin Muhammad Yusuf Muhammad Yusuf Mursalin Mursalin Mursalin . Musrin Salila Mustofa Mustofa Najmah Najmah Najmah Najmah Nancy Katili Netty Ino Ischak Nita Suleman Nova Elysia Ntobuo Nur Azizah Dj. Junus Nur Azizah Dj. Junus, Nur Nur Hairami Idrus Nur Intan Nurhayati Bialangi Nurhayati Nurhayati Nyoman Sriastuti Nyoman Sriastuti Opir Rumape Pahrun, Abdul Wahab Pilobu, Muznawaty Pratiwi Salilung Ramli Ali Ramona Nintias R. Abas Rasid Yunus, Rasid Risna* Risna Harun Panyo Ritin Uloli Rustam I. Husain S. Gani, Melinda Saaban, Indriani Said, Sriyanti S Sambel, Nurhalisa Sangkota, Vivi Dia Afrianti Saripa A. Laiya Sartika Rusdin Umar Selviana Musa Siti Amalisa Ishak Siti Istiqomah Nggole Siti Jabaria Anwar Siti Nurqomariah Riva’i Sitti Nurhalizah Dunggio Sofia Buoki Solang, Sriwanda Van Solikhah, Mar’atus Sridiyanti S. Dunggio Sripuput Oktafyani Labansir Sufriyanto Ibrahim Sukertini, Kadek Suliyana Ibrahim Suparmin Fathan Supartin Supartin Supartin, Supartin Suryanto Suryanto Thayban Thayban Thayban, Thayban Tirtawaty Abdjul Umar, Ahmat Sudir Wa Heni Wahyuningrum Istiqomah Wawan Tahir Weny J.A. Musa Wiwin Rewini Kunusa Wiwy Trianty Pulukadang Worang, Kevin Xavier, Felipe Yahyu Tanaiyo Yanti Fitria Yeyen Apriani Katili Yulisnawati S. Tuna Yuszda K Salimi