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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
Unknown Affiliation
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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Analysis of Students' Differentiating, Organizing, and Attributing Skills in Solving High School Chemistry Problems: Rasch Modeling Ranjani, Intan Salsabila Putri; Laliyo, Lukman Abdul Rauf; Sihaloho, Mangara; Isa, Ishak; Tangio, Julhim S.; Najmah, Najmah; Thayban, Thayban; Kurniawati, Erga
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.
Enhancing Critical Thinking Skills Through STEM-Based Guided Inquiry on Reaction Rate Thayban, Thayban; Kurniawati, Erga; Munandar, Haris
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.v7i2.37428

Abstract

This study aimed to analyze the effect of implementing a STEM-based guided inquiry learning model on students’ critical thinking skills regarding reaction rates. Despite the increasing emphasis on critical thinking in science education, limited research has examined how integrated STEM-based instructional models affect students’ higher-order thinking skills specifically in abstract and conceptually demanding topics like reaction rates. This study addresses that gap by evaluating the effectiveness of such a model in a real classroom setting. The research employed a quasi-experimental method with a non-equivalent control group design. A total of sixty students from SMA Negeri 1 Bolaang-Uki were selected through purposive sampling. The research instrument consisted of ten essay questions covering critical thinking indicators, validated with a Cronbach’s Alpha of 0.706, indicating high reliability. The findings showed that the implementation of the STEM-based guided inquiry model significantly improved students’ critical thinking skills. The average pretest score of 10.68% increased to 31.40% in the posttest. Hypothesis testing using an independent-sample t-test resulted in a significance value of 0.000 (< 0.05) with t₍count₎ > t₍table₎ (29.709 > 1.671). Therefore, this study confirms that the STEM-based guided inquiry model is effective in enhancing students’ critical thinking skills in learning reaction rate concepts
The Effectiveness of a Tomini Bay Maritime-Contextualized E-Module on Reaction Rate in Improving Students’ Scientific Literacy Kurniawati, Erga; Thayban, Thayban; Munandar, Haris
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.
Effects of POGIL and Verification Approaches on Students’ Cognitive Achievement in Reaction Rate: The Moderating Role of Scientific Reasoning Kurniawati, Erga; Thayban, Thayban; Munandar, Haris
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 Condong, Dea Marsanda; Sihaloho, Mangara; Thayban, Thayban; Laliyo, Lukman Abdul Rauf; Musa, Weny J.A.; Kurniawati, Erga; Munandar, Haris; Nggole, Siti Istiqomah
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.
Co-Authors Ahmad Kadir Kilo Aisyah, Sifa Nurul Akram La Kilo Aris, Ayub Pratama Arviani Arviani Astin Lukum Auli Irfah Citra Panigoro Condong, Dea Marsanda 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 Musa, Weny J.A. Najmah Najmah Najmah, Najmah Nggole, Siti Istiqomah Ninasafitri, Ninasafitri Nita Suleman Nurhayati Bialangi Olii, Marsya Divya Pambudi, Moch Rio Paputungan, Fadilah Alawiya Pinangi, Dea Ramla Hartini Melo Ranjani, Intan Salsabila Putri 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