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All Journal Jurnal Abdi Insani Hydrogen: Jurnal Kependidikan Kimia Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Erlina
Program Studi Pendidikan Kimia Universitas Tanjungpura
Agriculture, Biological Sciences & Forestry Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics

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PELATIHAN ECOPRINT TEKNIK STEAM PADA GURU KIMIA SE-KOTA PONTIANAK Masriani; Husna Amalya Melati; Erlina; Eni Mayasari; Rody Putraa Sartika; Rini Muharini; Hairida; Eny; Enawaty; A. Ifriany; Lukman Hadi; Aldi Tobing; Amanda; Risna Nurhaliman
Jurnal Abdi Insani Vol 13 No 2 (2026): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v13i2.3628

Abstract

Penerapan ecoprint teknik steam sebagai inovasi pembelajaran kimia sangat penting untuk meningkatkan pengetahuan dan keterampilan guru dalam mengajarkan konsep sains berbasis lingkungan. Melalui pelatihan ini, guru kimia di Pontianak diharapkan mampu mengintegrasikan teknik ecoprint ke dalam pembelajaran, sehingga materi kimia menjadi lebih kontekstual, kreatif, dan relevan dengan kehidupan sehari-hari serta menumbuhkan kepedulian terhadap lingkungan. Pelatihan ini bertujuan meningkatkan pengetahuan, keterampilan, dan kesadaran lingkungan guru Kimia di kota Pontianak. Kegiatan Pengabdian Kepada Masyarakat ini diikuti oleh 22 guru Kimia SMA dan SMK  se kota Pontianak.  Kegiatan ini meliputi 3 tahap, yaitu tahap persiapan, pelaksanaan,  dan akhir. Pelatihan Ecoprint teknik steam yang diberikan kepada guru kimia se-Kota Pontianak terbukti sangat efektif dalam meningkatkan pengetahuan, keterampilan, dan sikap peserta terhadap pembelajaran berbasis lingkungan dan kreativitas. Hasil angket menunjukkan bahwa seluruh  peserta pelatihan telah memahami konsep dasar teknik ecoprin. Sebagian besar peserta (95,7%) juga mengetahui bahan alami yang mengandung pigmen warna, seperti tanin dan antosianin, yang penting dalam proses pewarnaan ecoprint. Pengetahuan ini tercermin dari 95,7% peserta menyatakan memahami hubungan antara proses kimia dan hasil pewarnaan pada kain ecoprint  dan 91,3%  memiliki kemampuan menjelaskan tahapan  pembuatan ecoprint secara sistematis. Dari sisi keterampilan, 82,6% peserta merasa mampu mempraktikkan teknik ecoprint dengan bimbingan minimal dan sebanyak 82,6% peserta mengetahui cara merawat hasil karya ecoprint agar warna tetap tahan lama. Seluruh peserta menyatakan pelatihan sangat bermanfaat dan menginspirasi untuk diterapkan dalam pembelajaran di sekolah.
Correlation between Metacognitive Awareness and Students’ Self-Efficacy in Chemistry Learning among Grade XII Students Mutiara Tsani; Erlina; Eni Mayasari
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 2 (2026): April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i2.19718

Abstract

This study aims to identify the relationship between metacognitive awareness and students’ self-efficacy in chemistry learning among grade XII students at MAN Pontianak. This research employed a quantitative approach with a descriptive correlational design involving 36 students selected through purposive sampling. The instruments used were the Metacognitive Awareness Inventory (MAI) questionnaire and a self-efficacy questionnaire, both of which had been validated and tested for reliability. Data were analyzed using descriptive statistics and the Pearson Product-Moment correlation test. The results showed that students’ metacognitive awareness was predominantly in the very well-developed category (66.7%), while self-efficacy was classified as very high (91.7%). The correlation analysis revealed a positive but weak and statistically insignificant relationship between metacognitive awareness and self-efficacy (r = 0.249; p = 0.144 > 0.05). These findings indicate that although both variables are at high levels, metacognitive awareness does not necessarily predict students’ self-efficacy in chemistry learning. This study contributes to the understanding of the complex interaction between cognitive and affective factors in chemistry education. Practically, the results suggest that teachers should not only develop students’ metacognitive skills but also implement instructional strategies that explicitly strengthen self-efficacy, such as providing mastery experiences, constructive feedback, and problem-based learning environments.
Examining the Relationship Between Cognitive and Social Engagement to Promote Meaningful Learning in High School Chemical Bonding Suci Milsa Putri; Erlina Erlina; Rachmat Sahputra; Supriatno Salam
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.2472

Abstract

Student engagement plays an important role in supporting effective learning, particularly in learning abstract chemistry concepts such as chemical bonding. This study aimed to analyze students’ cognitive and social engagement and examine the correlation between the two dimensions in chemical bonding learning. The study employed a quantitative descriptive approach with a correlational design. The participants consisted of 32 students enrolled in a chemistry class at a senior high school in Pontianak. Data were collected through questionnaires, classroom observations, and semi-structured interviews. The data were analyzed using descriptive statistics and Spearman Rank correlation analysis. The results showed that students’ cognitive engagement was categorized as very high, with a percentage of 77.97%, while social engagement was also categorized as very high, with a percentage of 80.66%. The highest cognitive engagement indicator was trying to understand mistakes when answering. Furthermore, the correlation analysis revealed a strong positive relationship between cognitive engagement and social engagement (ρ = 0.700, p < 0.001). These findings indicate that students who demonstrate higher cognitive engagement tend to exhibit higher social engagement during chemical bonding learning. Therefore, chemistry teachers should design collaborative learning activities that simultaneously promote conceptual reasoning and peer interaction to enhance meaningful engagement during chemical bonding learning
Co-Authors A. Ifriany Agung Hartoyo Junaidi Aldi Tobing Amanda Asmadi Asmadi Enawaty Eni Mayasari Eni Mayasari Eny Hairida Husna Amalya Melati Lukman Hadi Marinu Waruwu Junaidi Mashudi Mashudi Masriani Mutiara Tsani Rachmat Sahputra Rini Muharini Risna Nurhaliman Rody Putraa Sartika Suci Milsa Putri Supriatno Salam