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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi SAINSMAT bionature Chemica: Jurnal Ilmiah Kimia dan Pendidikan Kimia Medina-Te : Jurnal Studi Islam J-PEK (JURNAL PEMBELAJARAN KIMIA) Celebes Biodiversitas : Jurnal Sains dan Pendidikan Biologi Martabe : Jurnal Pengabdian Kepada Masyarakat Journal on Education Biota Jambura Journal of Educational Chemistry JKPK (Jurnal Kimia dan Pendidikan Kimia) Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Ilmiah Kanderang Tingang Siyasatuna Jurnal Ilmiyah Mahasiswa Siyasah Syariyyah Jurnal Scientia Jurnal Teknologi Informasi dan Komunikasi Dewantara Journal of Technology Jurnal Senopati : Sustainability, Ergonomics, Optimization, and Application of Industrial Engineering EduLine: Journal of Education and Learning Innovation Experiment: Journal of Science Education Journal Peqguruang: Conference Series Syams: Jurnal Kajian Keislaman Jurnal Psikologi Pendidikan dan Konseling Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat Innovative: Journal Of Social Science Research Jurnal Pendidikan Kimia Unkhair (JPKU) Jurnal Pelayanan Hubungan Masyarakat Dike Triwikrama: Jurnal Ilmu Sosial AGILITY: Jurnal Lentera Manajemen Sumberdaya Manusia Pendekar: Jurnal Pendidikan Berkarakter Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu Jurnal Inovatif dan Kreatif Hasil Pengabdian Kepada Masyarakat Jurnal Penelitian Teknik Sipil Konsolidasi Algoritma: Jurnal Matematika, Ilmu Pengetahuan Alam, Kebumian dan Angkasa Damhil: Jurnal Pengabdian kepada Masyarakat Jurnal Cendekia Ilmiah At-Taksis Jurnal Pendidikan Dasar International Journal of Universal Education Jurnal Perspektif Penelitian Pendidikan KREATIF: Jurnal Pengabdian Masyarakat Nusantara Komunitas: Hasil Kegiatan Pengabdian Masyarakat Indonesia Al Yazidiy: Jurnal Sosial Humaniora dan Pendidikan Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo SAINSMAT: Jurnal Ilmiah Ilmu Pengetahuan Alam
Haris Munandar
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Enhancing Critical Thinking Skills Through STEM-Based Guided Inquiry on Reaction Rate Thayban Thayban; Erga Kurniawati; 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.v7i2.37428

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 Effect of Using The PBL (Problem Based Learning) Learning Model Assisted by ChatGPT on Student Learning Outcomes in The Reaction Rate Material Sifa Nurul Aisyah; Mangara Sihaloho; Julhim S. Tangio; Astin Lukum; Haris Munandar; Thayban Thayban; 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.v7i2.33888

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 Dea Pinangi; Mangara Sihaloho; Erga Kurniawati; Weny A Musa; Haris Munandar; Julhim S Tangio; Wiwin Rewini Kunusa
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 Padria Haleda; Ishak Isa; Haris Munandar; Nurhayati Bialangi; Julhim S Tangio; Thayban Thayban; 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.v7i2.33896

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.
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.
Measuring Students' Perceptions of Constructivist Learning Environments Linked to Understanding of Rasch Modeling-Based Chemical Concepts Sofia Buoki; Lukman Abdul Rauf Laliyo; Haris Munandar; Akram La Kilo; Masrid Pikoli; Julhim S. Tangio; Najmah Najmah
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 10, No 2 (2025): JKPK (Jurnal Kimia dan Pendidikan Kimia)
Publisher : Program Studi Pendidikan Kimia FKIP Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkpk.v10i2.102949

Abstract

This study aims to evaluate the suitability of data obtained from the Constructivist Learning Environment Survey instrument and a multiple-choice chemistry understanding test, as well as to examine the relationship between students' perceptions of the constructivist learning environment and their understanding of chemistry concepts. A non-experimental, quantitative descriptive approach was employed, involving 519 12th-grade science students from five high schools in Gorontalo Province during the even semester of the 2024/2025 academic year. Data analysis was conducted using the Rasch model via Winsteps 3.73 software to assess instrument quality, and SPSS software to test data normality and analyze correlations. The results indicated that both instruments were valid and reliable, with person reliability of 0.81, item reliability of 0.99, and Cronbach’s Alpha exceeding 0.80—classified as excellent. A Pearson correlation analysis revealed that the calculated r value exceeded the critical value (rcount= 0.135 &gt; rtable= 0.087), indicating a statistically significant, albeit weak, positive relationship between students’ perceptions and their chemistry understanding. The hypothesis testing results showed that the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted, confirming the existence of a relationship between students’ perceptions of constructivist learning environments and their understanding of chemistry concepts.
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.
Penilaian Postur Kerja Menggunakan Metode Quick Exsposure Checklist (QEC) Pada Pekerja Bongkar Muat Di UD. Jamboe Aye Putra Muhammad Zeki; Nuramalawati Nuramalawati; Haris Munandar
Jurnal SENOPATI : Sustainability, Ergonomics, Optimization, and Application of Industrial Engineering Vol 8, No 1 (2026): Vol 8, No 1 (2026): Jurnal SENOPATI Vol 8, No 1 (in progress)
Publisher : Institut Teknologi Adhi Tama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31284/j.senopati.2026.v8i1.9119

Abstract

UD. Jambo Aye Putra adalah sebuah usaha yang bergerak di bidang bongkar muat dan pengolahan kayu dimana kegiatan ini masih banyak mengandalkan tenaga manusia. Aktifitas bongkar muat kayu dilakukan secara manual dengan postur kerja yang berpotensi menimbulkan risiko gangguan muskuloskeletal akibat posisi kerja yang berbahaya seperti membungkuk, mengangkat beban berat, memutar tubuh, serta gerakan kerja yang dilakukan secara berulang-ulang. Penelitian ini bertujuan untuk mengidentifikasi tingkat resiko ergonomi pada pekerja bongkar muat kayu menggunakan metode Quick Exposure Check (QEC). Penelitian dilakukan terhadap enam orang pekerja bongkar muat kayu di UD.Jambo Aye Putra dengan pengumpulan data dilakukan melalui wawancara dengan pekerja serta observasi langsung terhadap postur kerja. Data yang diperoleh selanjutnya dianalisis untuk menentukan skor paparan (Exposure Score) dan tingkat tindakan yang diperlukan terhadap risiko gangguan muskoloskeletal. Hasil penelitian menunjukkan bahwa postur kerja cenderung tidak ergonomis. Aktivitas kerja yang dilakukan pekerja meliputi posisi membungkuk, mengangkat beban berat, posisi tubuh yang memutar, serta gerakan gerakan berulang khususnya pada lengan dan pergelangan tangan yang berpotensi menyebabkan gangguan muskoloskeletal pada bagian, bahu, punggung, leher dan pergelangan tangan. Menurut hasil penilaian dengan menggunakan metode QEC diperoleh hasil sebanyak lima pekerja memiliki persentase skor paparan di atas 50% dengan kategori risiko tinggi sehingga memerlukan tindakan perbaikan dalam waktu dekat. Sementara satu pekerja lainnya memperoleh persentase skor 42,05% dengan skor paparan 74 yang mana nilai ini termasuk dalam level tindakan 2 yang memerlukan perbaikan pada waktu yang akan datang. Secara keseluruhan hasil penelitian ini menunjukkan bahwa kondisi kerja aktivitas bongkar muat kayu di UD. Jambo Aye Putra memerlukan perhatian dan tindakan perbaikan ergonomi untuk mengurangi risiko gangguan muskoloskeletal pada pekerja.
Co-Authors Abd. Hamid Achmad Faqihuddin Agung Riadin Ahmad Kadir Kilo Ahmad Zulfahmi Ubaidillah Akhmad Ramli Akram La Kilo Amelia, Putri Anderias Eko Wijaya Andi Indra Wulan Sari Ramadani Anjani, Uci Mellynia Apit Fathurohman Aris, Ayub Pratama Arviani Arviani Arwin, Muh. Astin Lukum Auli Irfah Ayu Anindia Hizraini Ayulia Putri, Anggie Azzajjad, Muhammad Fath Baehaqi Batula, Abu Warasy Busyrah, Busyrah Citra Panigoro Darmawan, Diki Dea Marsanda Condong Dea Pinangi Dewi Febriyanti Dewi Satria Ahmar Dian Aswita, Dian Dibyo Waskito Guntoro Enjely Yani, Nur Erga Kurniawati Erga Kurniawati Erni Mohamad Fandi Ahmad Fitriani Fitriani Gamar Al Haddar Handayani, Dwi Indah Haryanto Haryanto Hendri Iyabu hidayah, agung kharisma Hijrah Syam Ibrahim, Sufriyanto Indra Igirisa Intan Nabilah, Siti Intan Permatasari Ishak Isa Iswanto, Juni Iwan Henri Kusnadi Jasman Jesi Jecsen Pongkendek Julhim S Tangio Julhim S. Tangio Julhim S. Tangio Khunaifi, Aam Rifaldi Kostiawan Sukamto Kostiawan Sukamto, Kostiawan La Alio La Ode Aman Langi, Riyani Latief, Muh Fachrul Lilin, Emanuela Lisma Lestari, Viviana Lukman A. R. Laliyo Lukman Abdul Rauf Laliyo M. Yogi Riyantama Isjoni Mahardhani, Ardhana Januar Mangara Sihaloho Masrid Pikoli Meilan Demulawa Moh Musli Malajai Mohammad Alex Firdaus Muh. Nur Akbar Muhammad Ade Kurnia Harahap Muhammad Arsyad Muhammad Yunus Muhammad Zeki Mustafa, Adriana Nabilla, Widya Shafa Najmah Najmah Najmah Najmah Najmah, Najmah Nasution, Marnis Nasution, Susi Masniari Netty Ino Ischak Nuramalawati Nuramalawati Nurdin, Abd Rahim Nurhayati Bialangi Opir Rumape Padria Haleda Pambudi, Moch Rio Pomuato, Sasmita Pongkendek, Jesi Jecsen Putri Belawati Pandiangan, Anjani PUTRI WULANDARI R, Rinovian Rasida, Rasida Ryan Humardani Syam Pratomo Sangkota, Vivi Dia Afrianti Santosa, Sonny Setyawan , Dedy Shuid, Ahmad Naqib bin Sifa Nurul Aisyah Siti Istiqomah Nggole Siti Juhairiah Sitti Rachmi Misbah Sobari, Dicky Iskandar Sofia Buoki Suchi Wulandari Dai Suci Suci, Suci Sufriyanto Ibrahim Sukaesih, Atjih Surasih, Winda Syam, Hijrah Syarif, St Humaerah Syawal, Apriyanto Tahalele, Olivia Tazkiyatunnafs Elhawwa Thayban Thayban Thayban, Thayban Vivi Dia Afrianti Sangkota Wa Ode Riniati Wartono, Tono Wening Mustikaningsih Weny A Musa Weny J.A. Musa Wicumantra, Reingga Modaffa Widagdo, Rinosa Ari Wiwin Rewini Kunusa Wulandari Saputri, Elsi Wulandari, Viona Yunus, Ahmad Yauri Yuszda K Salimi Zakaria Ziaurrahman, Muhammad