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All Journal Jurnal Entropi Sainstek Jurnal Tadris Kimiya Lantanida Journal JSFK (Jurnal Sains Farmasi & Klinis) Jambura Journal of Educational Chemistry NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Science and Education Journal Nian Tana Sikka: Jurnal Ilmiah Mahasiswa Pentagon: Jurnal Matematika dan Ilmu Pengetahuan Alam Algoritma: Jurnal Matematika, Ilmu Pengetahuan Alam, Kebumian dan Angkasa Damhil: Jurnal Pengabdian kepada Masyarakat Jurnal Pendidikan Kimia, Fisika dan Biologi Jurnal Riset dan Pengabdian Interdisipliner Konstanta : Jurnal Matematika dan Ilmu Pengelatuan Alam
Mangara Sihaloho
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Education Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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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.
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.
Analisis Diagnostik Kemampuan Pemecahan Masalah Siswa Pada Materi Kesetimbangan Kimia Melalui Pendekatan Model Rasch Sripuput Oktafyani Labansir; Julhim S. Tangio; Erga Kurniawati; Masrid Pikoli; Mangara Sihaloho
Science and Education Journal (SICEDU) Vol 5 No 2 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i2.887

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah siswa pada materi kesetimbangan kimia berdasarkan tahapan Polya, menganalisis distribusi kemampuan siswa dan tingkat kesulitan butir soal menggunakan Model Rasch, serta mengidentifikasi tahapan pemecahan masalah yang masih menjadi kesulitan siswa. Penelitian menggunakan metode deskriptif kuantitatif dengan pendekatan analisis Model Rasch. Sampel penelitian terdiri atas 167 siswa kelas XI, meliputi 140 siswa SMA Negeri 1 Limboto dan 27 siswa MAN 2 Kabupaten Gorontalo yang dipilih melalui teknik purposive sampling. Instrumen penelitian berupa tes uraian yang disusun berdasarkan empat tahapan pemecahan masalah Polya, yaitu memahami masalah, merencanakan penyelesaian, melaksanakan rencana, dan memeriksa kembali hasil. Analisis data dilakukan menggunakan persentase dan Model Rasch berbantuan aplikasi Winsteps versi 5.8.3. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah siswa belum berkembang secara merata pada setiap tahapan Polya. Persentase kemampuan siswa pada tahap memahami masalah sebesar 78% (tinggi), merencanakan penyelesaian 43% (cukup), melaksanakan rencana 68% (tinggi), dan memeriksa kembali hasil 45% (cukup). Analisis Model Rasch menunjukkan rata-rata kemampuan siswa sebesar 0,47 logit dengan dominasi kategori tinggi, sedangkan tingkat kesulitan butir soal bervariasi dari sangat mudah hingga sulit. Tahapan merencanakan penyelesaian dan memeriksa kembali hasil merupakan aspek yang paling sulit dikuasai siswa. Temuan ini menunjukkan bahwa Model Rasch memberikan informasi diagnostik yang komprehensif mengenai kemampuan siswa dan karakteristik butir soal sebagai dasar penyusunan strategi pembelajaran untuk meningkatkan kemampuan pemecahan masalah.
Co-Authors Abas, Ramona Nintias R. Adjami, Eka Nur Fadliya Ahmad Kadir Kilo Akram La Kilo Arfan Arfan Arsyad, Muhammad Arif M. Arviani Arviani Arwin, Muh. Asaria Dakhi Asmawati J. Salum Astin Lukum Astin Lukum Biallangi, Nurhayati Botutihe, Deasy N Botutihe, Deasy N. Dea Marsanda Condong Dea Pinangi Desni, Ni Wayan Dewi Budi Purwati Erga Kurniawati Erni Mohamad Fidya, Fidya fitriyanti Ahmad Friskawati Arkani Gevira Datungsolang Hadis, Sutra S Haris Lukum HARIS MUNANDAR Haris Munandar Harni Anhar S. Ambololo Hendri Iyabu Hendri Iyabu Hidanurhayati, Hidanurhayati Ika Riyana Tungkagi Inrawani Inrawani Intan Salsabila Putri Ranjani Ipilo, Sri Rahayu Ishak Isa Jafar La Kilo Julhim S Tangio Julhim S Tangio Julhim S. Tangio Karmila B. Enu Kasman Kasman La Alio La Alio La Ode Aman La Ode Aman Laliyo, Lukman A.R Lasim, Windi Sulistiyani Latief, Suti Anggriani Limbanadi, Sandi Lukman A. R. Laliyo Lukman A.R Laliyo Maksum, M. Junaidi Manaa, Ramayanti N Mardjan Paputungan Marsya Divya Olii Marsya Divya Olii Masrid Pikoli Masrid Pikoli Masrina . Mega Fatimah Rosana Meylani Frisilia Moh Musli Malajai Moh. Fajri Moh. Fajri Langgene Muh. Arwin Najmah Najmah Najmah Najmah Neni Purnama Djaipano Netty Ino Ischak Nita Suleman Nur Hairami Idrus Nur Isty Fidya Nur, Dian Nurhayati Bialangi Openhotman, Openhotman Opir Rumape Pahrun, Abdul Wahab Perry Zakaria Pratiwi Salilung Puriyanto, Edi Rahman, Sapriyaty Rahmawati Hilala Riryn Tahir Rustam I. Husain Said, Sriyanti S Sangkota, Vivi Dia Afrianti Sifa Nurul Aisyah Siti Istiqomah Nggole Sitti Nurhalizah Dunggio Sri Rahmawati Dukalang Sripuput Oktafyani Labansir Suci Damayanti Suliyana Ibrahim Sumarlin Soleman Syawal, Apriyanto Thayban Thayban Thayban, Thayban Tiara Bora Tri Handayani Umar, Ahmat Sudir Weny A Musa Weny J.A. Musa Weny J.A. Musa Wiwin Rewini Kunusa Wiwiyani, Wiwiyani Yuszda K Salimi Zulfa K Muslimin Zulfa K Muslimin