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All Journal J-PEK (JURNAL PEMBELAJARAN KIMIA) Jambura Journal of Educational Chemistry Jurnal Crystal : Publikasi Penelitian Kimia dan Terapannya Jurnal Ilmiah Kanderang Tingang Journal Of Khairun Community Services KREATIF: Jurnal Pengabdian Masyarakat Nusantara Panrita Inovasi: Jurnal Pengabdian Kepada Masyarakat Jurnal Pelayanan Hubungan Masyarakat Pentagon: Jurnal Matematika dan Ilmu Pengetahuan Alam Algoritma: Jurnal Matematika, Ilmu Pengetahuan Alam, Kebumian dan Angkasa Dinamika Sosial: Jurnal Pengabdian Masyarakat Dan Transformasi Kesejahteraan Damhil: Jurnal Pengabdian kepada Masyarakat J-CEKI Jurnal Pendidikan Kimia, Fisika dan Biologi Konstanta : Jurnal Matematika dan Ilmu Pengelatuan Alam KREATIF: Jurnal Pengabdian Masyarakat Nusantara
Erga Kurniawati
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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 Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Immunology & microbiology Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Pemanfaatan Media Digital dalam Pelatihan Aplikasi ChemDraw Muh. Arwin; Haris Munandar; Erga Kurniawati; Thayban Thayban; Sufriyanto Ibrahim
Dinamika Sosial : Jurnal Pengabdian Masyarakat dan Transformasi Kesejahteraan Vol. 2 No. 2 (2025): Juni : Dinamika Sosial : Jurnal Pengabdian Masyarakat dan Transformasi Kesejaht
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/dinsos.v2i2.1442

Abstract

Mastery of the ChemDraw application is an important skill for chemistry students in supporting academic activities, especially in drawing chemical structures and reactions. However, not all students have the opportunity to learn this application formally. This service activity aims to provide training in the use of ChemDraw online to chemistry students by utilizing digital media. The implementation method includes an interactive workshop approach through Zoom, Google Meet, and social media as a means of disseminating information and documentation. The results showed that the training was effective in improving participants' understanding and skills in using ChemDraw. Digital media proved to be an efficient and flexible tool for training computer-based applications. This activity supports the improvement of students' digital literacy and 21st century skills.
Efektivitas Model Inkuiri Terbimbing Berbasis STEM untuk Meningkatkan Kemampuan Berpikir Kritis Siswa pada Materi Laju Reaksi : Literature Review Siti Jabaria Anwar; Astin Lukum; Thayban Thayban; Masrid Pikoli; Erga Kurniawati
Jurnal Pendidikan Kimia, Fisika dan Biologi Vol. 1 No. 3 (2025): Mei : Jurnal Pendidikan Kimia, Fisika dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenkifb.v1i3.305

Abstract

This study is a literature review aimed at examining the effectiveness of the guided inquiry model based on STEM in enhancing students’ critical thinking skills. The guided inquiry model provides a structured framework for students to explore problems under teacher guidance, while the STEM (Science, Technology, Engineering, and Mathematics) approach promotes interdisciplinary, contextual, and practical learning. Through an analysis of various relevant articles and scholarly journals, the findings indicate that the implementation of the guided inquiry model integrated with STEM consistently improves students' critical thinking abilities, particularly in areas such as analysis, evaluation, and reasoning. The study also highlights the crucial role of teachers as active facilitators in the learning process and the need for adequate resources to effectively apply this approach. The results of this review are expected to serve as a reference for educators and researchers in developing innovative and 21st-century-oriented learning strategies.
Validitas Media Pembelajaran Kimia Berbasis Augmented Reality (AR) Menggunakan Assemblr Edu pada Materi Hidrokarbon Fatma Tahir; Astin Lukum; Masrid Pikoli; Lukman A.R. Laliyo; Akram La Kilo; Erga Kurniawati
Jurnal Pendidikan Kimia, Fisika dan Biologi Vol. 1 No. 3 (2025): Mei : Jurnal Pendidikan Kimia, Fisika dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenkifb.v1i3.319

Abstract

This study aims to determine the level of validity of Augmented Reality (AR)-based chemistry learning media using the Assemblr Edu platform on hydrocarbon material. This learning media was developed through the 4D development model (Define, Design, Develop, Disseminate). Validation was carried out by three experts using an instrument in the form of a validation media sheet that includes aspects of content, visual appearance, interactivity, and suitability with learning objectives. The validation results showed that the developed learning media obtained a validity score of 96.39% and was included in the "very valid" category. This shows that the media is suitable for use in the chemistry learning process at the high school level, especially on the topic of hydrocarbons. With AR technology, this media is expected to improve students' conceptual understanding visually and interactively. Based on the results of the study, it can be concluded that this media is effective and valid as a means of supporting innovative modern chemistry learning.
Analisis Kemampuan Pemahaman Konsep Siswa pada Materi Hidrokarbon Menggunakan Three-Tier Multiple Choice Diagnostic Instrument : Literature Review Marsya Divya Olii; Nurhayati Bialangi; Julhim S. Tangio; Mangara Sihaloho; Erga Kurniawati
Jurnal Pendidikan Kimia, Fisika dan Biologi Vol. 1 No. 3 (2025): Mei : Jurnal Pendidikan Kimia, Fisika dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenkifb.v1i3.321

Abstract

This study aims to analyze students’ conceptual understanding of hydrocarbons through a literature review utilizing the Three-Tier Multiple Choice Diagnostic Instrument. Hydrocarbons are a fundamental topic in chemistry education that often leads to student misconceptions. The three-tier diagnostic instrument is designed not only to assess students’ cognitive knowledge through correct or incorrect answers but also to explore the reasoning behind their choices, enabling more accurate identification of misconceptions and conceptual understanding. The methodology employed is a literature review examining various scientific sources on the application of this diagnostic tool in teaching hydrocarbon concepts. The findings indicate that the Three-Tier Multiple Choice Diagnostic Instrument is effective in systematically detecting and classifying students’ difficulties and misconceptions. Furthermore, the use of this instrument contributes significantly to developing targeted and data-driven instructional strategies to enhance students’ conceptual mastery in chemistry. The implications of this study highlight the necessity of integrating three-tier diagnostic instruments in the assessment process to support optimal learning outcomes in hydrocarbon material.
Pengaruh Model Pembelajaran Quantum Teaching terhadap Hasil Belajar Siswa SMA Pada Materi Laju Reaksi Harni Anhar S. Ambololo; Weny J.A. Musa; Erga Kurniawati; Mangara Sihaloho; Hendri Iyabu
Jurnal Pendidikan Kimia, Fisika dan Biologi Vol. 1 No. 4 (2025): Juli: Jurnal Pendidikan Kimia, Fisika dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenkifb.v1i4.400

Abstract

This study aims to identify differences in student learning outcomes between those who receive learning using the Quantum Teaching model and those who receive conventional learning on the material of reaction rates at SMA Negeri 1 Tapa. This study is a quantitative study that applies a quasi-experimental method through a control group design with pretest and posttest. The results of the study indicate that after the application of the Quantum Teaching learning model in the experimental class and the use of the conventional learning model in the control class, there was an increase in student learning outcomes. The average pretest score of the experimental class was 34.37 and the posttest score reached 77.31, while for the control class, the average pretest score was 39 and the posttest score was 58.21. It can be seen that both groups of classes showed significant progress , which can be seen from the higher scores in the experimental group when compared to the control group . The hypothesis was tested through a mean test ( t- test ). The results of the Paired Sample t-test in the experimental group showed a significant difference between the pretest and posttest results, with a significance value of 0.000 , which is much lower than the limit of α = 0.05. This study shows that learning using the Quantum Teaching model has a positive impact on improving students' conceptual understanding.
Penerapan Pembelajaran Sains Berdifferensiasi di Islamic School Al-Hidayah, Perth Hedley St, Bentley, Western Australia 6102 Laliyo, Lukman Abdul Rauf; Musa, Weni J.A; Panigoro, Citra; Kurniawati, Erga
Damhil: Jurnal Pengabdian kepada Masyarakat Vol 4, No 1: June 2025
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/damhil.v4i1.33103

Abstract

The aim of this service article is to report the results of a study on the implementation of differentiated science learning at Al-Hidayah Islamic School, Perth, Hedley St, Bentley, Western Australia 6102. The focus is on identifying the challenges and successes of implementing this approach in an educational environment based on Islamic values. Al-Hidayah integrates the Walker Learning model, which accommodates students' learning styles, interests, and readiness through diagnostic assessment, flexible grouping, and the use of technology. This approach not only facilitates increased student engagement and motivation but also creates an inclusive and adaptive environment that embraces diversity. The research shows that differentiated learning can be a solution to overcome barriers in the Indonesian education system and offers a model that can be applied in Islamic schools with adjustments to the local context. These findings also provide recommendations regarding curriculum development, teacher training, and the use of technology to enhance the effectiveness of science learning in Indonesia. Thus, this study makes an important contribution to the development of learning that is responsive to the individual needs of students.
The Effect of Using The PBL (Problem Based Learning) Learning Model Assisted by ChatGPT on Student Learning Outcomes in The Reaction Rate Material Aisyah, Sifa Nurul; Sihaloho, Mangara; Tangio, Julhim S.; Lukum, Astin; Munandar, Haris; Thayban, Thayban; Kurniawati, Erga
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 Pinangi, Dea; Sihaloho, Mangara; Kurniawati, Erga; Musa, Weny A; Munandar, Haris; Tangio, Julhim S; Kunusa, Wiwin Rewini
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 Haleda, Padria; Isa, Ishak; Munandar, Haris; Bialangi, Nurhayati; Tangio, Julhim S; Thayban, Thayban; Kurniawati, Erga
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 Olii, Marsya Divya; Bialangi, Nurhayati; Tangio, Julhim S; Sihaloho, Mangara; Kurniawati, Erga
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.
Co-Authors Ahmad Kadir Kilo Aisyah, Sifa Nurul Akram La Kilo Aris, Ayub Pratama Arviani, Arviani Astin Lukum Auli Irfah Citra Panigoro Erni Mohamad Faiga Olifia Dg. Mangawe Fatma Tahir Haleda, Padria Haris Munandar HARIS MUNANDAR Harni Anhar S. Ambololo Hendri Iyabu Ishak Isa Julhim S Tangio Julhim S. Tangio Karmila B. Enu Kostiawan Sukamto, Kostiawan La Alio Langi, Riyani Lukman A. R. Laliyo Lukman A.R. Laliyo Mangara Sihaloho Mardjan Paputungan Marsya Divya Olii Masrid Pikoli Masruroh Masruroh Miftahul Nur Moch Rio Pambudi Muh. Arwin Musa, Weni J.A Musa, Weny A Najmah Najmah Najmah, Najmah Ninasafitri, Ninasafitri Nita Suleman Nurhayati Bialangi Olii, Marsya Divya Pambudi, Moch Rio Paputungan, Fadilah Alawiya Pinangi, Dea Ramla Hartini Melo Regina Olii Rizki Fitria Ryan Humardani Syam Pratomo Sangkota, Vivi Dia Afrianti Shuid, Ahmad Naqib bin Siti Jabaria Anwar Sufriyanto Ibrahim Sufriyanto Ibrahim Sunarty Suly Eraku Thayban Thayban Thayban, Thayban Weny J.A. Musa Wiwin Rewini Kunusa