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All Journal Jambura Journal of Educational Chemistry
Abas, Ramona Nintias R.
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Chemistry Education Other

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Identifikasi Pemahaman Konsep Siswa pada Materi Titrasi Asam Basa Rumape, Opir; Adjami, Eka Nur Fadliya; Pikoli, Masrid; Sihaloho, Mangara; Iyabu, Hendri; Abas, Ramona Nintias R.
Jambura Journal of Educational Chemistry Vol 6, No 1 (2024): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v6i1.23392

Abstract

This research was conducted to identify the level of students' conceptual understanding in acid-base titration material for class XI IPA MAN I Gorontalo City. This research is descriptive research, the instrument used in this research is a two-tier multiple choice diagnostic test consisting of 10 item questions. This instrument has been tested for validity with validation results obtained at 100%. The research respondents were 118 students of class XI IPA at MAN I Gorontalo City. Data collection was obtained by means of observation, giving tests and documentation. The results showed that students' understanding of the concept of acid-base titration material in the understanding category was 80%, in the category of misconceptions was 13%, in the category of guessing was 2%, and in the category of not understanding the concept was 5%. So it can be concluded that students' understanding of acid-base titration material tends to understand the concept.
Epistemic Agency as a Mediator in Dual-Path Learning: Insights from Indonesian Chemistry Classrooms Abas, Ramona Nintias R.; Musa, Weny J.A.; Laliyo, Lukman Abdul Rauf; Pikoli, Masrid; Kilo, Akram La
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.v8i1.34366

Abstract

This study investigates the mediating role of epistemic agency in the relationship between students’ perceptions of constructivist learning environments and their conceptual understanding in Indonesian chemistry classrooms. A sequential explanatory mixed-methods design was employed, integrating quantitative and qualitative approaches. In the quantitative phase, data were collected from 712 high school students across five schools using an adapted Constructivist Learning Environment Survey (CLES) and a three-tier diagnostic chemistry test. Rasch modeling confirmed the strong psychometric properties of the adapted CLES, while structural equation modeling (SEM) revealed that epistemic agency significantly mediated the relationship between classroom environment perceptions and conceptual understanding. In the qualitative phase, thematic analysis of interviews with 12 selected students uncovered three dominant themes contributing to misconceptions: limited dialogic space, lack of contextualization, and teacher-dominated instruction. The integration of both data strands demonstrates that epistemic agency is not only influenced by pedagogical practices but also shaped by cultural norms. These findings extend the dual-path learning framework by embedding agency as a key mechanism for conceptual change. Pedagogically, the results underscore the need for dialogic, student-centered learning environments that promote active participation and reduce misconceptions. Policy-wise, the findings align with the OECD Learning Compass 2030 and Indonesia’s Merdeka Belajar curriculum, emphasizing the importance of agency-oriented strategies in achieving global education standards.
Co-Authors Adjami, Eka Nur Fadliya Akram La Kilo Hendri Iyabu Lukman A. R. Laliyo Mangara Sihaloho Masrid Pikoli Musa, Weny J.A. Opir Rumape