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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 Panrita Inovasi: Jurnal Pengabdian Kepada Masyarakat Science and Education Journal 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 Jurnal Cendekia Ilmiah Jurnal Pendidikan Kimia, Fisika dan Biologi Konstanta : Jurnal Matematika dan Ilmu Pengelatuan Alam KREATIF: Jurnal Pengabdian Masyarakat Nusantara Komunitas: Hasil Kegiatan Pengabdian Masyarakat Indonesia
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 Veterinary Other

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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.
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.
Effects of POGIL and Verification Approaches on Students’ Cognitive Achievement in Reaction Rate: The Moderating Role of Scientific Reasoning Erga Kurniawati; Thayban Thayban; Haris Munandar
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.v8i1.37519

Abstract

This study examined the effectiveness of the Process Oriented Guided Inquiry Learning (POGIL) approach in improving students’ conceptual understanding of reaction-rate concepts and investigated whether scientific reasoning skills moderate the effect of instructional model in a 2×2 factorial design. Forty-four tenth-grade science students from two intact classes were matched and categorized into high and low scientific reasoning groups. Conceptual understanding was measured using a two-tier diagnostic test, and assumptions for Two-Way ANOVA were verified before analysis. Results indicated a significant main effect of instructional model, with POGIL achieving higher scores than verification-based instruction (F = 20.385, p < 0.001, η² = 0.29). Scientific reasoning also significantly influenced outcomes (F = 7.328, p = 0.010, η² = 0.10). The interaction between instructional model and reasoning was not statistically significant (F = 2.559, p = 0.118), indicating that the interaction effect was not statistically significant in this sample. POGIL is theoretically expected to support integration of macroscopic, submicroscopic, and symbolic representations through guided inquiry and collaborative scaffolding. Limitations include the small sample size and quasi-experimental design. These findings highlight the potential of guided inquiry-oriented instruction to enhance conceptual understanding while emphasizing the role of reasoning skills, with cautious interpretation of non-significant interactions.
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.
The Effectiveness of a Tomini Bay Maritime-Contextualized E-Module on Reaction Rate in Improving Students’ Scientific Literacy Erga Kurniawati; Thayban Thayban; Haris Munandar
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.v7i2.37429

Abstract

This study aimed to evaluate the effectiveness of a maritime-based e-module contextualized to Teluk Tomini in improving students’ scientific literacy on the topic of reaction rates at SMA Negeri 1 Suwawa. A quasi-experimental method employing a posttest-only control group design was utilized. The study involved an experimental group, which was instructed using the maritime-based e-module, and a control group, which received instruction through a conventional e-module. The findings indicate that students who learned using the Tomini Bay maritime-based e-module demonstrated significantly higher levels of scientific literacy compared to those who were taught using the conventional approach. The mean scientific literacy score of the experimental group reached 22.26, substantially exceeding that of the control group, which obtained a mean score of 11.56. Statistical analysis using One-Way ANOVA confirmed a significant difference between the two groups. The study concludes that the implementation of a maritime-based e-module is effective in enhancing students’ scientific literacy, increasing student engagement, and facilitating the comprehension of abstract concepts such as reaction rates. Furthermore, the module promotes awareness of local environmental sustainability, thereby integrating contextual relevance with scientific understanding.
Praktikum Berbasis Fun Chemistry untuk Meningkatkan Minat Belajar Siswa di SMA Negeri 1 Pagimana Vivi Dia Afrianti Sangkota; Weny J.A. Musa; Erga Kurniawati; Najmah Najmah; Haris Munandar; Thayban Thayban; Auli Irfah
Damhil: Jurnal Pengabdian kepada Masyarakat Vol 3, No 1: June 2024
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34312/damhil.v3i1.26588

Abstract

Chemistry learning at the high school level often faces challenges in how to create interesting and fun learning for students. the current paradigm of chemistry subjects is often considered scary by students, so it is necessary to take an innovative approach with the main focus of this service is to create a positive and inspiring learning experience in the school environment, motivating students to be more actively involved in chemistry learning. The service aims to explore the implementation of fun chemistry practicum as a strategy to increase students' interest in learning at SMA Negeri 1 Pagimana. This practicum was designed with the aim of changing the conventional chemistry learning paradigm into a fun and memorable experience. Through interactive and visual experiments, students are invited to actively participate in practical activities involving simple chemical reactions and demonstrations that arouse their curiosity. The initial evaluation showed a positive change in students' behavior as seen from their enthusiasm in participating in this activity.
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 Ahmad Kadir Kilo Akram La Kilo Aris, Ayub Pratama Arviani Arviani Arviani Arviani Astin Lukum Auli Irfah Citra Panigoro Dea Marsanda Condong Dea Pinangi Defliani Adam Erni Mohamad Faiga Olifia Dg. Mangawe Fatma Tahir fitriyanti Ahmad Haris Munandar HARIS MUNANDAR Harni Anhar S. Ambololo Hendri Iyabu Ibrahim, Sufriyanto Intan Salsabila Putri Ranjani 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 Marsya Divya Olii Masrid Pikoli Masruroh Masruroh Miftahul Nur Moch Rio Pambudi Muh. Arwin Musa, Weni J.A Najmah Najmah Najmah Najmah Najmah, Najmah Ninasafitri, Ninasafitri Nita Suleman Nur Hairami Idrus Nurhayati Bialangi Padria Haleda Pambudi, Moch Rio Paputungan, Fadilah Alawiya Ramla Hartini Melo Regina Olii Rizki Fitria Ryan Humardani Syam Pratomo Sangkota, Vivi Dia Afrianti Shuid, Ahmad Naqib bin Sifa Nurul Aisyah Siti Istiqomah Nggole Siti Jabaria Anwar Sripuput Oktafyani Labansir Sufriyanto Ibrahim Sufriyanto Ibrahim Sunarty Suly Eraku Thayban Thayban Thayban, Thayban Vivi Dia Afrianti Sangkota Weny A Musa Weny J.A. Musa Weny J.A. Musa Wiwin Rewini Kunusa