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All Journal Indonesian Journal of Science and Mathematics Education Jurnal Pengendalian Pencemaran Lingkungan (JPPL)
Sofinila, Mida Fitri Agasty
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Chemical Engineering, Chemistry & Bioengineering Education Engineering Environmental Science Mathematics

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Evaluasi dan Strategi Biodiesel Sebagai Energi Terbarukan di Indonesia: Literature Review Iklima, Ilma Kanzu; Hidayat, Taupik; Sofinila, Mida Fitri Agasty; Abrilia, Putri Riza; Sanjaya, Eli Hendrik; Utomo, Yudhi
Jurnal Pengendalian Pencemaran Lingkungan (JPPL) Vol. 7 No. 2 (2025): JPPL, September 2025
Publisher : Pusat Penelitian dan Pengabdian Kepada Masyarakat (P3M), Politeknik Negeri Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35970/7ktxek50

Abstract

Biodiesel memiliki potensi besar sebagai energi terbarukan untuk mengurangi ketergantungan Indonesia pada bahan bakar fosil sekaligus menekan emisi gas rumah kaca. Penelitian ini bertujuan mengevaluasi potensi biodiesel di Indonesia melalui kajian literatur terhadap kebijakan, kendala, serta strategi pengembangannya. Metode yang digunakan adalah literature review dengan menelaah 23 artikel terbitan 2015–2025 yang relevan dengan topik biodiesel. Hasil kajian menunjukkan bahwa meskipun kebijakan mandatori B-2,5 hingga B-35 berhasil meningkatkan produksi dan konsumsi biodiesel secara signifikan, implementasinya masih menghadapi empat kendala utama, yaitu ketergantungan pada kelapa sawit sebagai bahan baku, keterbatasan infrastruktur distribusi, hambatan pendanaan akibat biaya produksi tinggi, serta kompleksitas teknologi konversi. Strategi yang diusulkan meliputi diversifikasi bahan baku melalui minyak jelantah, limbah pertanian, dan mikroalga; pengembangan teknologi katalis heterogen dan metode intensifikasi proses (microwave, ultrasonik); optimalisasi subsidi dan instrumen fiskal; pembangunan infrastruktur distribusi di luar Jawa; serta kolaborasi internasional dalam transfer teknologi dan pasar ekspor. Kajian ini menegaskan bahwa dengan integrasi strategi tersebut, biodiesel berpotensi menjadi pilar utama transisi energi berkelanjutan di Indonesia. Kata kunci: Kajian Literatur, Kebijakan Biodiesel di Indonesia, Solusi Energi Keberlanjutan.
Comparing students’ thermochemistry misconceptions after the PDCA metacognitive learning and the 5E learning cycle: A subtopic-based diagnostic study Sofinila, Mida Fitri Agasty; Parlan, Parlan; Muntholib, Muntholib
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (2026): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v9i2.32061

Abstract

Students’ misconceptions in thermochemistry remain challenging, as the topic requires integrated conceptual, representational, and mathematical understanding. Although many studies have examined thermochemistry misconceptions, limited attention has been given to subtopic-based comparisons after learning through strategies with different characteristics. This study compares students’ misconception patterns across thermochemistry subtopics after implementing the PDCA metacognitive learning strategy (SM-PDCA) and the 5E Learning Cycle (LC 5E) using four-tier diagnostic evidence. A comparative descriptive quantitative design involved 65 eleventh-grade students from two intact classes at SMAN 5 Malang. Misconceptions were diagnosed using a four-tier test and analyzed by subtopic, answer-reason pattern, and Cohen’s d. The SM-PDCA class showed a lower overall misconception percentage than the LC 5E class (29.22% vs. 33.23%), with the clearest tendency in the system and surroundings and the types of standard enthalpy changes. In contrast, the LC 5E class showed only a slight tendency toward lower misconceptions in determining enthalpy change (ΔH), with a negligible effect size. These findings suggest that the SM-PDCA is particularly relevant to thermochemistry concepts that require monitoring conceptual boundaries, evaluating classifications, and revising reasoning. Chemistry teachers should align instruction with the cognitive demands of each subtopic by combining metacognitive monitoring, structured problem-solving, and explicit conceptual justification.
Co-Authors Abrilia, Putri Riza Eli Hendrik Sanjaya Iklima, Ilma Kanzu Muntholib Parlan . Taupik Hidayat, Taupik Yudhi Utomo