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Study of Antioxidant Activity of the Derivatives of Quinoline-4-carboxylic Acids by the Modification of Isatin via Pfitzinger Reaction Fikriya, Sakti Hidayati; Cahyana, Antonius Herry
Makara Journal of Science Vol. 27, No. 2
Publisher : UI Scholars Hub

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In this study, a quinoline-4-carboxylic acid derivative was synthesized through Pfitzinger reaction. In this reaction, isatin is modified via its reaction with ketone and refluxed for 24 h to obtain quinoline-4-carboxylic acid. The presence of a carboxylic group was identified by Fourier Transform Infrared (FTIR) spectroscopy and ultraviolet–visible (UV-Vis) spectrophotometry. The results showed that the absorption peaks of C=O and O–H stretching’s were detected in the range of 1724–1708 and 3436–3242 cm−1, respectively. In the UV-vis spectrum, a shift in the absorption peak was observed toward a larger wavelength, which is referred as a bathochromic shift. The formation of quinoline-4-carboxylic acid derivative was also characterized using the mass spectrometry method. The modification of isatin aims to increase antioxidant activity to obtain quinoline-4-carboxylic acid, which has a better inhibition percentage than isatin. Antioxidant tests were conducted using the 2,2-diphenyl-1-picrylhydrazyl (DPPH) assay. The antioxidant activity is measured based on the ability of quinoline-4-carboxylic acid derivative to donate hydrogen radicals, which revealed that the product had a relatively better inhibitory effect than isatin. At a concentration of 5 mg/L, isatin did not show antioxidant activity with the DPPH method. By contrast, the inhibition percentages of 2-methylquinoline-4-carboxylic acid and 2-(4-methylphenyl)quinoline-4-carboxylic acid were approximately 30.25% and 40.43%, respectively. Furthermore, the presence of an aromatic ring makes the antioxidant activity.

Analysis of Chemistry Education Students' Perceptions Regarding the Use of ChatGPT for Organic Chemistry Learning Fikriya, Sakti Hidayati; Zulqurnain, Muhammad; Suharman, Andi; Ad’hiya, Eka
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.17937

Advances in artificial intelligence technologies, such as ChatGPT, provide new opportunities for learning Organic Chemistry, a subject noted for its abstract and complex concepts. The purpose of this study is to investigate students' impressions of using ChatGPT as a learning tool for mastering Organic Chemistry subjects. This descriptive quantitative study included 87 Chemistry Education Study Program students from Sriwijaya University's Faculty of Teacher Training and Education. A Likert-scale survey was used to obtain data on frequency of usage, perception of use, perception of utility, prompt effort, and ethical awareness when using ChatGPT. The results revealed that 98.9% had used ChatGPT to learn Organic Chemistry; 74% thought ChatGPT was successful in promoting understanding of the content; and 72% recognized the efficiency of learning time. Thematic study revealed that ChatGPT aided in the smooth exposition of difficult concepts such as stereochemistry and chemical processes. However, 59% believed that the explanations' accuracy required further scientific validation. Respondents acknowledged the possibility of conceptualization errors if ChatGPT was utilized without lecturer guidance or evaluation of scientific sources. These findings support ChatGPT's potential as an adaptable and relevant Organic Chemistry learning tool for achieving 21st-century demands such as critical thinking and problem solving. Additional study recommendations include integrating ChatGPT into organic chemistry learning models and media.

Analysis of Chemistry Education Students' Perceptions Regarding the Use of ChatGPT for Organic Chemistry Learning Fikriya, Sakti Hidayati; Zulqurnain, Muhammad; Suharman, Andi; Ad’hiya, Eka
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.17937

Advances in artificial intelligence technologies, such as ChatGPT, provide new opportunities for learning Organic Chemistry, a subject noted for its abstract and complex concepts. The purpose of this study is to investigate students' impressions of using ChatGPT as a learning tool for mastering Organic Chemistry subjects. This descriptive quantitative study included 87 Chemistry Education Study Program students from Sriwijaya University's Faculty of Teacher Training and Education. A Likert-scale survey was used to obtain data on frequency of usage, perception of use, perception of utility, prompt effort, and ethical awareness when using ChatGPT. The results revealed that 98.9% had used ChatGPT to learn Organic Chemistry; 74% thought ChatGPT was successful in promoting understanding of the content; and 72% recognized the efficiency of learning time. Thematic study revealed that ChatGPT aided in the smooth exposition of difficult concepts such as stereochemistry and chemical processes. However, 59% believed that the explanations' accuracy required further scientific validation. Respondents acknowledged the possibility of conceptualization errors if ChatGPT was utilized without lecturer guidance or evaluation of scientific sources. These findings support ChatGPT's potential as an adaptable and relevant Organic Chemistry learning tool for achieving 21st-century demands such as critical thinking and problem solving. Additional study recommendations include integrating ChatGPT into organic chemistry learning models and media.

DESAIN DAN EVALUASI IN SILICO TURUNAN BARU PIRAZINAMIDA BERBASIS 1,2,4-TRIAZOL SEBAGAI KANDIDAT OBAT ANTITUBERKULOSIS Zulqurnain, Muhammad; Fikriya, Sakti Hidayati; Suharman, Andi
Seminar Nasional Pendidikan IPA Ke III Tahun 2025 Vol 3, No 1 (2025): Prosiding Seminar Pendidikan IPA
Publisher : Seminar Nasional Pendidikan IPA Ke III Tahun 2025

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Tuberkulosis masih menjadi salah satu penyakit menular paling mematikan di dunia, sementara resistansi terhadap obat lini pertama seperti pirazinamida terus meningkat. Penelitian ini bertujuan untuk merancang dan mengevaluasi dua turunan pirazinamida yang disubstitusi dengan gugus 1,2,4-triazol sebagai kandidat antituberkulosis baru melalui pendekatan in silico. Senyawa yang dirancang meliputi N-(1-(4-hidroksibenzil)-1H-1,2,4-triazol-3-il)pirazin-2-karboksamida (D) dan 6-kloro-N-(1-(4-hidroksibenzil)-1H-1,2,4-triazol-3-il)pirazin-2-karboksamida (E), yang diuji sebagai inhibitor enzim enoyl-[acyl-carrier-protein] reductase (InhA) dari Mycobacterium tuberculosis. Evaluasi dilakukan melalui analisis sifat fisikokimia, farmakokinetika, dan penambatan molekul. Hasil analisis menunjukkan bahwa kedua senyawa memenuhi seluruh parameter kelayakan obat (drug-likeness) utama berdasarkan aturan Lipinski, Ghose, dan Veber, dengan profil absorpsi oral yang baik serta risiko interaksi obat yang rendah. Hasil penambatan molekul memperlihatkan bahwa senyawa (E) memiliki energi bebas pengikatan (ΔG) sebesar −9,55 kcal/mol dan membentuk interaksi hidrogen serta π–π penting dengan residu tirosin (TYR) A:158, treonin (THR) A:196, dan kofaktor nikotinamida adenin dinukleotida (NAD) A:500, menyerupai ligan referensi. Sementara itu, senyawa (D) juga menunjukkan interaksi stabil dan potensi penghambatan yang kompetitif. Dengan demikian, modifikasi struktur pirazinamida melalui penambahan gugus triazol dan hidroksifenil terbukti meningkatkan potensi penghambatan terhadap enzim InhA. Senyawa (E) menonjol sebagai kandidat inhibitor kompetitif yang potensial, sedangkan senyawa (D) tetap menjanjikan sebagai analog aktif untuk pengembangan obat antituberkulosis yang lebih spesifik dan efektif.

Relationship Between ChatGPT Use and Critical Thinking in Organic Chemistry Learning Fikriya, Sakti Hidayati; Zulqurnain, Muhammad; Suharman, Andi; Ad’hiya, Eka
Journal of The Indonesian Society of Integrated Chemistry Vol. 18 No. 1 (2026): Journal of The Indonesian Society of Integrated Chemistry
Publisher : Pendidikan Kimia FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jisic.v18i1.55951

This study explored the relationship between ChatGPT use and critical thinking skills in Organic Chemistry learning among chemistry education students. A quantitative correlational research design was employed involving 87 undergraduate students enrolled in an Organic Chemistry course at Sriwijaya University. Data on ChatGPT use were collected through a four-point Likert-scale questionnaire covering frequency of use, perceived usefulness, ease of use, and ethical awareness, while critical thinking skills were assessed using a three-component test consisting of answer accuracy, scientific reasoning, and self-reported confidence level. Data were analyzed using descriptive statistics and Pearson correlation analysis. The findings revealed that most students frequently used ChatGPT to support their understanding of complex Organic Chemistry concepts and perceived it as helpful for improving learning efficiency. However, the Pearson correlation analysis showed no significant relationship between ChatGPT use and students’ critical thinking skills (r = −0.060, p = 0.581). The findings suggest that the ChatGPT use alone does not automatically enhance or diminish critical thinking skills. Its educational impact depends on how students critically evaluate, verify, and utilize AI-generated information. Therefore, pedagogical guidance is necessary to support the meaningful integration of AI-assisted learning in Organic Chemistry education.

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