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All Journal Jurnal Ilmu Pertanian Indonesia QUANTUM: Jurnal Inovasi Pendidikan Sains JOURNAL OF CHEMISTRY AND EDUCATION (JCAE) Indonesian Journal of Educational Development (IJED)
Syarifah Meutiah Eka Sari
Program Studi Pendidikan Kimia FKIP Universitas Lambung Mangkurat
Agriculture, Biological Sciences & Forestry Chemistry Education Physics

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Application of Lemongrass Oil in Chitosan as Antimicrobial During Storage of Crystal Guava Fruit Syarifah Meutiah Eka Sari; Suparto, Irma; Wulan Tri Wahyuni
Jurnal Ilmu Pertanian Indonesia Vol. 30 No. 1 (2025): Jurnal Ilmu Pertanian Indonesia
Publisher : Institut Pertanian Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18343/jipi.30.1.131

Abstract

Guava crystal is a fruit that has a high selling value. One of the obstacles to marketing crystal guava fruit is the fast decay process. Many factors cause fruit to rot quickly, including microbial contamination post-harvesting. This study evaluates the effectiveness of adding lemongrass oil in chitosan coatings to protect crystal guava from microbiological damage during storage. The fruit is coated with 1% chitosan and added to lemongrass oil according to the treatment. The study used a completely randomized design with three replications. The treatment tested included 0.0, 0.1, 0.3, and 0.5% lemongrass oil. The content of lemongrass oil compounds was analyzed using gas chromatography-mass spectroscopy (GC-MS). The antibacterial test was carried out using the disc method. The parameters observed were the total plate count and total fungal count of crystal guava fruit on days 0, 3, 6, 9, 12, 15, and 18 after storage. GC-MS analysis showed that the main content of lemongrass oil is two isomers of citral, i.e., neral (38.54%) and geranial (39.26%). The results showed that the total fungal and plate count increased during storage. Chitosan coating with lemongrass oil more effectively inhibits Staphylococcus aureus than Escherichia coli. Adding 0.3% and 0.5% lemongrass oil in chitosan could restrain the rate of microbes in crystal guava until the 18th day after storage. Chitosan treatment with 0,3% lemongrass oil is recommended to be the best treatment for applying on crystal guava. Keywords: citral, GC-MS, Psidium guajava L., total plate count, total fungal count
PENGARUH MODEL PEMBELAJARAN POGIL TERHADAP HASIL BELAJAR KOGNITIF DAN KETERAMPILAN SOSIAL SISWA PADA MATERI HIDROKARBON Siti Mahfuzah; Rusmansyah Rusmansyah; Arif Sholahuddin; Syarifah Meutiah Eka Sari; Hestu Anggrah Eny; Gusti Aulia Nasution; Ade Rahmawati Idris
JCAE (Journal of Chemistry And Education) Vol. 8 No. 3 (2025): JCAE APRIL 2025
Publisher : PROGRAM STUDI PENDIDIKAN KIMIA FKIP UNIVERSITAS LAMBUNG MANGKURAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jcae.v8i3.3439

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran kolaboratif tipe POGIL (Process-Oriented Guided Inquiry Learning) terhadap hasil belajar kognitif dan keterampilan sosial peserta didik pada materi hidrokarbon di kelas X MAN 1 Pulang Pisau Tahun Ajaran 2017/2018. Tujuan khusus penelitian ini adalah untuk: (1) mengetahui perbedaan hasil belajar kognitif dan keterampilan sosial antara peserta didik yang mengikuti pembelajaran dengan model POGIL dan model konvensional, serta (2) menganalisis pengaruh penerapan model POGIL terhadap peningkatan hasil belajar. Metode yang digunakan adalah eksperimen semu dengan desain nonequivalent control group design. Subjek penelitian terdiri dari peserta didik kelas X IPA 3 sebagai kelas eksperimen dan X IPA 2 sebagai kelas kontrol. Data dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa pada hasil pretest kognitif, nilai thitung sebesar 0,4615 < ttabel (α = 0,05), dengan rata-rata nilai 24, menunjukkan tidak terdapat perbedaan signifikan sebelum perlakuan. Namun, pada hasil posttest, thitung sebesar 4,6610 > ttabel, dengan rata-rata nilai 83, menunjukkan adanya perbedaan signifikan setelah perlakuan. Peningkatan hasil belajar (N-gain) kelas eksperimen sebesar 0,62 dan kelas kontrol sebesar 0,52. Pada ranah afektif, rata-rata nilai keterampilan sosial kelas eksperimen sebesar 86,3 lebih tinggi dibandingkan kelas kontrol sebesar 64,8.
Chemistry Teachers’ Understanding of Literacy and Learning Skills as Part of 21st Century Skills: A Quantitative Descriptive Analysis Sari, Syarifah Meutiah Eka; Milama, Burhanudin; Dewi, Ni Pt. Pande Mirah Surya
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 16, No 2 (2025): Oktober 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v16i2.23174

Abstract

Teachers play a crucial role in equipping students with 21st-century skills. Chemistry teachers' understanding of these competencies, particularly literacy and learning skills, is essential in shaping how they integrate them into classroom practice. This study explores the level of understanding chemistry teachers have regarding literacy and learning skills as core components of 21st-century skills. This study used a quantitative descriptive approach, using a questionnaire as its instrument. The questionnaire consisted of 44 questions covering aspects of literacy skills and learning skills. Data were obtained from 52 alums of the Chemistry Education Study Program at UIN Syarif Hidayatullah Jakarta who currently work as chemistry teachers. Data analysis was conducted using descriptive statistics to assess the teachers' level of understanding in each domain and sub-aspect. Findings indicate that chemistry teachers' understanding of literacy and learning skills falls within the good category (74.1%) based on the average score across all measured aspects. In learning skills, the highest level of understanding was observed in communication and collaboration (72.4%), while critical thinking scored the lowest (69.4%). Regarding literacy skills, understanding was highest in information literacy (79.2%) and lowest in media literacy (75.2%). These results indicate that chemistry teachers have a good understanding of 21st-century skills, although critical thinking and media literacy skills still need improvement. Therefore, it is hoped that there will be a targeted development program for chemistry teachers to strengthen these weak skills.
Profiling readiness for deep learning: A study of chemistry students' multiple intelligences and learning reflections Bakti, Iriani; Winarti, Atiek; Mirah Surya Dewi, Ni Pt. Pande; Mahdian; Eka Sari, Syarifah Meutiah
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i4.5400

Abstract

The persistent challenge of promoting deep conceptual understanding over rote memorization in chemistry education requires investigating students' readiness for student-centered learning. This study aims to screen student readiness for deep learning in chemistry by analyzing their multiple intelligences (MI) and reflective learning experiences. Employing a qualitative descriptive method, this study analyzed data from an MI questionnaire and reflective writing assignments from 84 Chemistry Education students (2022–2024 cohorts) selected via purposive sampling at Universitas Lambung Mangkurat. Results revealed that spatial intelligence is the most dominant profile, with 23 of 84 students in this category. Analysis of reflective writing identified Project-Based Learning (PjBL) as the most preferred instructional model for creating meaningful learning experiences, with 29 respondents favoring it. Furthermore, student reflections demonstrated a significant transformation from negative assumptions to deeper understanding, highlighting the development of creativity, critical thinking, and teamwork. These findings suggest that leveraging visual and project-based strategies aligned with students' dominant intelligence and learning preferences can effectively foster readiness for a deep learning approach in chemistry education.
Co-Authors Ade Rahmawati Idris Arif Sholahuddin Atiek Winarti Bakti, Iriani Burhanudin Milama Dewi, Ni Pt. Pande Mirah Surya Gusti Aulia Nasution Hestu Anggrah Eny Mahdian Mirah Surya Dewi, Ni Pt. Pande Rusmansyah Rusmansyah Siti Mahfuzah Suparto, Irma Wulan Tri Wahyuni