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All Journal J-PEK (JURNAL PEMBELAJARAN KIMIA) Jambura Journal of Educational Chemistry Jurnal Ilmiah Kanderang Tingang KREATIF: Jurnal Pengabdian Masyarakat Nusantara Jurnal Pelayanan Hubungan Masyarakat Damhil: Jurnal Pengabdian kepada Masyarakat KREATIF: Jurnal Pengabdian Masyarakat Nusantara
Thayban, Thayban
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Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Analisis Penguasaan Konsep Siswa dalam Menyelesaikan Soal Kimia pada Materi Konsep Mol Pahrun, Abdul Wahab; Sihaloho, Mangara; Latief, Suti Anggriani; Pikoli, Masrid; Laliyo, Lukman Abdul Rauf; Isa, Ishak; Thayban, Thayban; Umar, Ahmat Sudir
Jambura Journal of Educational Chemistry Vol 5, No 1 (2023): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34312/jjec.v5i1.16672

Abstract

Penelitian ini bertujuan untuk menganalisis penguasaan konsep siswa kelas XI IPA dalam menyelesaikan soal kimia pada materi konsep mol di MAN 1 Kota Gorontalo. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif dengan jenis penelitian deskriptif. Instrumen yang digunakan dalam penelitian ini yaitu pilihan ganda sebanyak 10 butir soal. Instrumen telah dilakukan uji validitas dengan hasil validasi instrumen yang diperoleh sebesar 93,3%. Responden penelitian ada 131 siswa kelas XI IPA di MAN 1 Kota Gorontalo. Pengumpulan data diperoleh dengan cara observasi, pemberian tes dan dokumentasi. Hasil penelitian menunjukkan bahwa penguasaan konsep siswa pada indikator menjelaskan konsep mol memperoleh nilai persentase sebesar 47% dengan kategori kurang, pada indikator menghitung massa atom relatif (Ar) dan massa molekul relatif (Mr) memperoleh nilai rata-rata persentase sebesar 87% dengan kategori Baik, pada indikator Mengkonversi jumlah mol dengan jumlah partikel, massa dan volume zat memperoleh nilai rata-rata persentase sebesar 79% dengan kategori baik, dan untuk indikator memprediksi rumus empiris molekul dan air kristal serta kadar zat dalam senyawa memperoleh persentase sebesar 44% dengan kategori kurang.
Identifikasi Miskonsepsi Siswa pada Materi Asam Basa Menggunakan Instrumen Two-Tier Multiple Choice Laliyo, Lukman Abdul Rauf; Langi, Riyani; Pikoli, Masrid; Munandar, Haris; Thayban, Thayban; Kurniawati, Erga; Sangkota, Vivi Dia Afrianti
Jambura Journal of Educational Chemistry Vol 5, No 2 (2023): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34312/jjec.v5i2.13229

Abstract

This research is a descriptive study, which aims to determine students' misconceptions about acid-base material in class XI SMA Negeri 1 Suwawa. The instrument used is Two-tier multiple choice. The research subjects used were class XI Science at SMA Negeri 1 Suwawa, with a sample size of 66 students. Research data was obtained from students' answers to two-tier multiple choice questions. The data is processed based on student answer patterns, which are then grouped into categories of understanding the concept, misconception 1, misconception 2, and not understanding the concept. The research results showed that students who experienced misconception 1 (MK1) were 14.65%, and misconception 2 (MK2) were 16.23%.
Praktikum Berbasis Fun Chemistry untuk Meningkatkan Minat Belajar Siswa di SMA Negeri 1 Pagimana Sangkota, Vivi Dia Afrianti; Kurniawati, Erga; Najmah, Najmah; Munandar, Haris; Thayban, Thayban; Irfah, Auli
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.
Peningkatan Kesadaran Masyarakat terhadap Bahaya Penggunaan Zat Aditif dalam Makanan Bialangi, Nurhayati; Musa, Weny J.A; Kilo, Ahmad Kadir; Kurniawati, Erga; Thayban, Thayban
Damhil: Jurnal Pengabdian kepada Masyarakat Vol 2, No 2: December 2023
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34312/damhil.v2i2.24442

Abstract

Education on the dangers of using food additives is an effort to enhance the public's understanding of the risks associated with consuming foods containing additives. The increased consumption of additives correlates with the rising intake of processed foods. The objective of this community engagement initiative is to raise awareness among the public regarding the potential hazards associated with the use of food additives. The methods employed include lecture-style presentations and discussions. The community gains an understanding of various types of additives commonly used in food, with an emphasis on their benefits, such as prolonging the shelf life of food. However, the education also highlights associated risks, including potential adverse effects on health like allergies, digestive disorders, and long-term effects that are not fully understood. The activities took place in the village of Hutadaa in Gorontalo Regency, with a total of 18 participants. The participants were enthusiastic, and increased knowledge was evident through the questions raised during the session.
PELATIHAN PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS TEKNOLOGI UNTUK MENINGKATKAN KEMAMPUAN LITERASI DAN NUMERASI Haris Munandar; Erga Kurniawati; Thayban Thayban
KREATIF: Jurnal Pengabdian Masyarakat Nusantara Vol. 2 No. 3 (2022): September : Jurnal Pengabdian Masyarakat Nusantara
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/kreatif.v2i3.1069

Abstract

Program pengabdian kepada masyarakat ini bertujuan untuk memberikan pelatihan kepada guru-guru SD Al Huda Kota Selatan untuk mengembangkan media pembelajaran berbasis teknologi yang diharapkan dapat meningkatkan kemampuan lietrasi dan numerasi siswa. Pelatihan ini terdiri dari dua tahapan yakni tahap pertama berupa observasi dan wawancara, kemudian tahap kedua atau pelaksanaan yang terdiri dari pemaparan materi yang dilanjutkan dengan diskusi dan tanya jawab. Pelatihan yang dilakukan menunjukkan adanya tambahan motivasi bagi guru untuk mecoba mengaplikasikan teknologi dan media pembelajaran dalam kegiatan belajar mengajar di kelas. Kegiatan ini cukup efektif dilakukan terlihat dari antusiasme guru mengikuti pelatihan dan meminta diadakannya pelatihan serupa secara berkala.
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 Aris, Ayub Pratama Arviani Arviani Astin Lukum Auli Irfah Condong, Dea Marsanda Erga Kurniawati Habiddin Haleda, Padria Haris Munandar Ishak Isa Julhim S Tangio Kostiawan Sukamto, Kostiawan La Alio Langi, Riyani Latief, Suti Anggriani Lukman A. R. Laliyo Mangara Sihaloho Masrid Pikoli Musa, Weny J.A. Najmah, Najmah Nggole, Siti Istiqomah Nurhayati Bialangi Pahrun, Abdul Wahab Pambudi, Moch Rio Ranjani, Intan Salsabila Putri Ryan Humardani Syam Pratomo Sangkota, Vivi Dia Afrianti Shuid, Ahmad Naqib bin Umar, Ahmat Sudir Wiwin Rewini Kunusa Yudhi Utomo