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All Journal Hydrogen: Jurnal Kependidikan Kimia Integrated Science Education Journal
Pramana, Arjuna
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Chemistry Education Social Sciences

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Formulation and Evaluation of Dishwashing Soap Based on Eichhornia crassipes Activated Carbon as an Environmentally Friendly Cleanser Nurrohimi, Erlin Dwi; Pramana, Arjuna; Idayanti, Rina; Husna, Marsha Azharia; Amelia, Lisa; Wirhanuddin, Wirhanuddin
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 3 (2025): June 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i3.16034

Abstract

Eichhornia crassipes is an invasive aquatic plant found in tropical and subtropical waters that has high cellulose, lignin, and hemicellulose content, making it a potential raw material for activated carbon. The use of activated carbon in dishwashing soap can enhance cleaning power by absorbing oil, odors, and microscopic dirt. This study aims to formulate and evaluate a liquid dishwashing soap product containing carbon from water hyacinth as a natural cleaning agent. The water hyacinth samples used were dried stems, collected from local water bodies, and prepared by drying under sunlight to reduce moisture content. The stems were then subjected to carbonation at 600 °C for 60 minutes to produce biochar, followed by a comminution process using ball milling to produce fine activated carbon powder. The resulting carbon was formulated into a dishwashing soap base at a ratio of 1 mg per 100 mL of product. Product evaluations were conducted based on Indonesian National Standards (SNI) and yielded the following results: a pH value of 9.78 (SNI 8–10.8), foam stability of 90% (SNI 60–100%), viscosity of 206.11 cP (SNI 400–4000 cP), free alkali content of 0.104% (SNI <0.14%), and specific gravity of 1.045 g/mL (SNI 1.01–1.1 g/mL). The novelty of this study lies in the utilization of activated carbon derived from Eichhornia crassipes, which is formulated into liquid dishwashing soap and comprehensively evaluated based on national quality standards (SNI). This approach has rarely been reported in similar studies. The results demonstrate the potential of water hyacinth as an alternative active ingredient in the development of sustainable household cleaning products.
Integrating Augmented Reality into the FERA (Focus-Explore-Reflect-Apply) Learning Model to Improve Students’ Conceptual Understanding of Atomic Theory Pramana, Arjuna; Rahmadani, Agung; Nurlaili, Nurlaili; Khoirunnisa, Fitriah
Integrated Science Education Journal Vol 7 No 2 (2026): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i2.2669

Abstract

Purpose of the study: This study aims to examine the effectiveness of the FERA (Focus-Explore-Reflect-Apply) learning model integrated with Augmented Reality (AR) in improving students' conceptual understanding of atomic theory. Methodology: This was a pre-experimental study employing a one-group pretest–posttest design. The sample was 32 tenth-grade students selected through cluster random sampling from ten classes in the public high school in East Kalimantan. The instruments consisted of essay-based pretest and posttest questions, teacher and student observation sheets, and AR-integrated reading materials. The data were analyzed by using descriptive statistics, normality test, Wilcoxon Signed Rank Test, normalized gain (N-Gain), and effect size (r). Main Findings: The results indicated a statistically significant improvement in students’ conceptual understanding after the intervention. The average N-Gain score was 0.67 (moderate category). Meanwhile, the effect size (r = 0.88) showed a large effect. The greatest improvement was found in the classification indicator, whereas the application indicator demonstrated relatively lower gains. Overall, the integration of FERA and AR effectively improved conceptual understanding of atomic theory. Novelty/Originality of this study: The novelty of this study lies in systematically embedding augmented reality within the structured stages of the FERA (Focus-Explore-Reflect-Apply) learning model to improve the students’ conceptual understanding of atomic theory. Unlike previous studies that often employ augmented reality as a supplementary visualization tool, this study integrated AR into a coherent pedagogical framework, aligning interactive 3D representations with specific cognitive processes in each instructional stage.
Co-Authors Fitriah Khoirunnisa Husna, Marsha Azharia IDAYANTI, RINA Lisa Amelia Nurlaili Nurlaili Nurrohimi, Erlin Dwi Rahmadani, Agung Wirhanuddin, Wirhanuddin