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All Journal Jurnal Entropi Orbital: Jurnal Pendidikan Kimia Jambura Journal of Educational Chemistry Jambura Journal of Chemistry Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat JCER (Journal of Chemistry Education Research) Jurnal Sibermas (Sinergi Pemberdayaan Masyarakat) Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Science and Education Journal Damhil: Jurnal Pengabdian kepada Masyarakat Jurnal Cendekia Ilmiah Jurnal Inovasi Pendidikan Kimia
Julhim S Tangio
Universitas Negeri Gorontalo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Education Engineering Medicine & Pharmacology Public Health Social Sciences Other

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The Effect of Using The PBL (Problem Based Learning) Learning Model Assisted by ChatGPT on Student Learning Outcomes in The Reaction Rate Material Sifa Nurul Aisyah; Mangara Sihaloho; Julhim S. Tangio; Astin Lukum; Haris Munandar; Thayban Thayban; Erga Kurniawati
Jambura Journal of Educational Chemistry Vol 7, No 2 (2025): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v7i2.33888

Abstract

Despite the importance of understanding reaction rate concepts in chemistry, students often struggle with abstract content and low engagement in traditional learning settings. Conventional teaching methods tend to emphasize rote memorization, limiting opportunities for critical thinking and problem-solving. This study investigated the influence of ChatGPT-assisted Problem-Based Learning (PBL) on students’ learning outcomes in reaction rate material. A quasi-experimental design with a non-equivalent control group was employed, involving two Class XI groups at SMA Negeri 1 Kabila: XI A as the experimental group (using ChatGPT-assisted PBL) and XI B as the control group (receiving conventional instruction). Learning outcomes were measured using an essay test aligned with cognitive indicators. Results showed greater improvement in the experimental group, with a posttest average of 78.68 compared to 69.23 in the control group. Independent sample t-test analysis revealed a significant difference between groups (p = 0.001 < 0.05), and the N-Gain score indicated a higher improvement category in the experimental class. These findings suggest that integrating ChatGPT into PBL enhances students’ understanding of reaction rate concepts and supports more effective learning, highlighting the potential of AI-assisted strategies in chemistry education.
Effectiveness of the Conceptual Understanding Procedures (CUPS) Learning Model on Students' Higher-Order Thinking Skills in Basic Chemical Law Material Dea Pinangi; Mangara Sihaloho; Erga Kurniawati; Weny A Musa; Haris Munandar; Julhim S Tangio; Wiwin Rewini Kunusa
Jambura Journal of Educational Chemistry Vol 7, No 2 (2025): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v7i2.33884

Abstract

Students’ higher-order thinking skills in chemistry remain low due to the dominance of conventional teaching methods. This study aimed to investigate the effect of the CUPS (Conceptual Understanding Procedures) learning model on students’ higher-order thinking skills in the topic of basic laws of chemistry. Using a quasi-experimental design with a pretest-posttest control group, two classes of 28 students each from SMAN 1 Suwawa were selected as the experimental (CUPS-based learning) and control (conventional learning) groups. Data were analyzed using independent sample t-test. Results showed a greater improvement in the experimental class (pretest = 61, posttest = 79) compared to the control class (pretest = 39, posttest = 64). A significant difference was found between the groups (p = 0.001 < 0.05), leading to the rejection of the null hypothesis. These findings indicate that the CUPS learning model positively enhances students’ higher-order thinking skills, suggesting its potential for improving chemistry education
The Effect of STEM Integrated Project Based Learning Model on Students' Collaboration Skills in Atomic Structure Padria Haleda; Ishak Isa; Haris Munandar; Nurhayati Bialangi; Julhim S Tangio; Thayban Thayban; Erga Kurniawati
Jambura Journal of Educational Chemistry Vol 7, No 2 (2025): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v7i2.33896

Abstract

The objective of this research is to investigate the influence of the Project-Based Learning (PjBL) model, when integrated with the STEM approach, on students’ collaborative abilities in the topic of atomic structure. The study is motivated by the persistent issue of low collaboration levels among chemistry learners, particularly when dealing with abstract subject matter. Employing a quantitative methodology with a quasi-experimental design—specifically the Non-Equivalent Control Group Design—the research was conducted with two tenth-grade classes at SMA Negeri 1 Suwawa, designating one as the experimental group and the other as the control group. Data were gathered through observation sheets that measured five aspects of collaboration: cooperation, responsibility, communication, adaptability, and compromise. The findings revealed a notable enhancement in collaborative skills within the experimental class following the application of the STEM-integrated PjBL model. The average final observation score for this group reached 76%, surpassing the control group’s 61%. The N-Gain score for the experimental group fell within the medium category (0.48), whereas the control group’s score was classified as low (0.17). Improvements were recorded across all collaboration indicators. Overall, the results suggest that the STEM-integrated PjBL model is effective in fostering collaboration skills and can be recommended as an alternative instructional approach for other chemistry topics to advance 21st-century skill development.
Analysis of Students' Level of Understanding of Hydrocarbon Concepts Using a Three-Level Diagnostic Multiple-Choice Approach Marsya Divya Olii; Nurhayati Bialangi; Julhim S Tangio; Mangara Sihaloho; Erga Kurniawati
Jambura Journal of Educational Chemistry Vol 7, No 2 (2025): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v7i2.33603

Abstract

This research aims to determine students' conceptual understanding ability of hydrocarbon material using a three-tier multiple-choice diagnostic test instrument. The research was conducted at SMA Negeri 2 Wonosari using a descriptive qualitative approach. The research was carried out in the even semester of the 2024/2025 academic year. The research subjects were the students of class XI B at SMA Negeri 2 Wonosari, with a sample size of 28 students. The instrument used consisted of 15 three-tier multiple-choice questions covering answers, reasoning, and the student's confidence levels. The validity and reliability of the instrument were tested through expert analysis and empirical testing using the Rasch model. Data collection was carried out using the three-tier multiple-choice test. After obtaining the students' responses, the answers were analyzed and categorized based on conceptual understanding levels: Understanding the Concept (UC), Negative Misconception (NM), Positive Misconception (PM), and Not Understanding the Concept (NUC). The results indicate that the average percentage of conceptual understanding was 29.05%, categorized as low; negative misconceptions were 23.10%, also categorized as low; postitive misconceptions were 10.24% categorized as very low; and not understanding the conceptions 37.62%, categorized as low. In conclusion, students of class XI B at SMA Negeri 2 Wonosari showed the lowest average level of conceptual understanding compared to those experiencing misconceptions or lacking scientific understanding of the concept.
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.
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.
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.
Pemanfaatan Lingkungan Sebagai Laboratorium Alam dalam Pembelajaran Sains Julhim S. Tangio; Lukman A.R Laliyo; Erni - Mohamad; Wiwin Rewini Kunusa; Nurhayati - Bialangi; Deasy N Botutihe; Rustam I Husain
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.v5i1.40560

Abstract

Kegiatan pengabdian kepada masyarakat merupakan bagian integral dari Tri Dharma Perguruan Tinggi, yang melibatkan lembaga, dosen, dan mahasiswa dalam berkontribusi kepada masyarakat. Dalam konteks ini, dilakukan pengabdian melalui pengenalan lingkungan sebagai laboratorium alam yang bertujuan untuk meningkatkan pengetahuan dan minat siswa dalam mempelajari IPA. Tujuan dari kegiatan pengabdian ini adalah memberikan pengetahuan, pemahaman, kepedulian, dan minat siswa dalam mempelajari ilmu pengetahuan alam. Proses pelaksanaan kegiatan meliputi perencanaan, pelaksanaan, dan evaluasi kegiatan. Hasil yang diperoleh dari kegiatan ini antara lain adalah peningkatan minat siswa dalam belajar IPA sains dan memahami lingkungan dapat dijadikan sebagai laboratorium alam. Respon siswa menunjukkan rata-rata persentase mencapai 88,67%, Indikator dengan persentase tertinggi adalah keinginan siswa untuk mengikuti kegiatan serupa, yaitu sebesar 93,33%, diikuti oleh ketertarikan siswa terhadap pembelajaran sains sebesar 92,50%. Dengan demikian, dapat disimpulkan bahwa kegiatan pengabdian ini berhasil meningkatkan pengetahuan, sikap, dan minat siswa dalam memanfaatkan lingkungan sebagai sumber belajar
Co-Authors Ahmad Kadir Kilo Akram La Kilo Arviani Arviani Arviani Arviani Arwin, Muh Arwin, Muh. Astin Lukum Biallangi, Nurhayati Botutihe, Deasy N Dea Pinangi Deasy N Botutihe Defliani Adam Dilapanga, Harsya Wiriawan Djafar, Yunita Erga Kurniawati Erni - Mohamad Erni Mohamad Frida Maryati Yusuf Haris Munandar Hendri Iyabu Histina, Maria Ibrahim, Febriyanti Ibrahim, Sufriyanto Intan J. Oputu Intan Salsabila Putri Ranjani Ishak Isa Ishak, Candrawati Ishak, Isa Jaapar, Minarti Jafar La Kilo Jumi, Wa Karim, Cecy Rahma Kasman Kasman Katili, Yeyen Apriani La Alio Laliyo, Lukman A.R Lamatenggo, Widya Lestari Latif, Fransiska Limbanadi, Sandi Lukman A. R. Laliyo Manaa, Ramayanti N Mangara Sihaloho Mantuli, Mohamad Alan Mardjan Paputungan Marnila Marnila Marsya Divya Olii Masrid Pikoli Meyrin Hamzzah Najmah Najmah Netty Ino Ischak Nindiyawati H Maku Nita Suleman Nur Hairami Idrus Nur Widia Ky. Martam Nurhayati Bialangi Opir Rumape Padria Haleda Patilima, Rusmiyati Perry Zakaria Potale, Stefani Meylan Rabudin, Lisdamayanti Rahmawati Hilala Rahnan Lamusu Ramli Utina Rusmiyati Patilima Rustam I Husain Rustam I. Husain Said, Agus Sangkota, Vivi Dia Afrianti Sifa Nurul Aisyah Siti Istiqomah Nggole Sri Deby R.S Dude Sri Rahmawati Dukalang Sripuput Oktafyani Labansir Suchi Wulandari Dai Sufriyanto Ibrahim Thayban, Thayban Weny A Musa Weny J.A Musa Wiwin Rewini Kunusa Yuliyanti Kadir Yusuf, Sri Ayuning Yuszda K Salimi