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All Journal J-PEK (JURNAL PEMBELAJARAN KIMIA) Jambura Journal of Educational Chemistry Jurnal Ilmiah Kanderang Tingang Jurnal Pelayanan Hubungan Masyarakat Damhil: Jurnal Pengabdian kepada Masyarakat KREATIF: Jurnal Pengabdian Masyarakat Nusantara Komunitas: Hasil Kegiatan Pengabdian Masyarakat Indonesia
Thayban, Thayban
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Agriculture, Biological Sciences & Forestry 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 Veterinary Other

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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.
Co-Authors Ahmad Kadir Kilo Aris, Ayub Pratama Arviani Arviani Arviani Arviani Astin Lukum Auli Irfah Dea Marsanda Condong Defliani Adam Erga Kurniawati Erni Mohamad fitriyanti Ahmad Habiddin Haris Munandar Intan Salsabila Putri Ranjani Ishak Isa Julhim S Tangio Kostiawan Sukamto, Kostiawan La Alio Langi, Riyani Latief, Suti Anggriani Lukman A. R. Laliyo Mangara Sihaloho Masrid Pikoli Najmah Najmah Najmah, Najmah Nur Hairami Idrus Nur Widia Ky. Martam Nurhayati Bialangi Padria Haleda Pahrun, Abdul Wahab Pambudi, Moch Rio Ryan Humardani Syam Pratomo Sangkota, Vivi Dia Afrianti Shuid, Ahmad Naqib bin Sifa Nurul Aisyah Siti Istiqomah Nggole Umar, Ahmat Sudir Vivi Dia Afrianti Sangkota Weny J.A Musa Weny J.A. Musa Wiwin Rewini Kunusa Yudhi Utomo Yuliana Pariyonga