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IJCER (International Journal of Chemistry Education Research)
Published by Universitas Islam Indonesia
ISSN : 25499947     EISSN : 26141426     DOI : -
Core Subject : Science, Education, Social,
Chemistry Education Environmental Science Materials Science & Nanotechnology
International Journal of Chemistry Education Research (IJCER) is a peer-reviewed journal which covers all aspect of education, including chemistry education, physic education, biology education and science education. The journal publishes original research papers, short communications, dissemination, and discussion of research, experience and perspective across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning. The IJCER journal is published every February and August in a year (semi-annual). IJCER journal is fully open access for scholarly readers. International Journal of Chemistry Education Research is published by Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Islamic University of Indonesia. IJCER has already archived by (Indonesian Scientific Journal Database (ISJD) LIPI (Lembaga Ilmu Pengetahuan Indonesia)
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Articles 117 Documents
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Improving Chemistry Learning Outcomes with Jigsaw for Biology Education Students Apsari , Mirza Roma
IJCER (International Journal of Chemistry Education Research) VOLUME 9, ISSUE 1, APRIL 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol9.iss1.art3

Abstract

This study aims to overcome the difficulties experienced by biology education students in studying basic chemistry courses, with a primary focus on improving their learning outcomes. Before conducting the research, a survey questionnaire on learning difficulties in chemistry was conducted. Based on the results of the questionnaire survey, many students which 58.3% of students reported having significant difficulty in studying chemistry, while 41.7% agreed that chemistry was difficult. consider chemistry a difficult subject, resulting in a lack of motivation, boredom, drowsiness, and difficulty understanding the material in a short time. To address this challenge, the jigsaw cooperative learning model is applied. In this approach, students are divided into two groups: the original group and the expert group. The expert group is tasked with exploring and discussing certain topics, which are then shared with the original group. Before learning begins, students are given a pretest to measure their initial understanding, followed by the learning process using the jigsaw model, and ending with a posttest to assess the increase in understanding. The increase in learning outcomes is calculated using the N-Gain score, and the analysis results show that the average N-Gain score across the four basic chemistry subtopics (the nature of chemistry, scientific methods, the classification of materials in chemistry, and the physical and chemical properties of materials) falls into the high improvement category. These findings indicate that the application of the jigsaw cooperative model is effective in improving chemistry learning outcomes for students majoring in biology education. Additionally, the results of the learning satisfaction questionnaire indicate that the learning process runs smoothly and without significant obstacles, allowing for optimal learning outcomes.
Learning Approach to Climate Change Education as a Framework for Sustainability Education: A Systematic Review of Literature Luthfia, Syarifatul
IJCER (International Journal of Chemistry Education Research) VOLUME 9, ISSUE 1, APRIL 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol9.iss1.art4

Abstract

Earth's society is facing a complex problem, it is climate change. This phenomenon has caused significant impacts on human life, such as water crises, natural disasters, health problems, food shortages, and other socio-economic challenges. Educational must contributes to this important matter. Therefore, the development of a sustainable educational framework to address this issue is imperative. Education is a strategic field to influence individuals, particularly students to develop knowledge, skills, and the capacity to adapt and mitigate to climate change. Based the importance of sustainable education to face climate change problems, needed to study about the approach of climate change-related learning. The aim of this research is to gain an in-depth insight into the various approaches of Climate change Education (CCE) application in primary and secondary school. This study used a systematic literature review method to collect and analyse data from 28 articles relevant to the topic under study. So far, there hasn't conducted study about the approach climate change learning with SRL (Systematic Review of Literature) methode from 2015 to 2024 from diverse prespectives. Results of the study classified various of approaches, there are curriculum, professional development, learning model, interdicipliner, project, and community approach. This research shows that climate change education involves not only students and teachers but also the local community. The implications of the results of this study are useful for the development of climate change education as sustainability education. 
Development of an E-module on the Material of Substance Pressure and Its Use in Daily Life, Based on Science Process Skills Fitriyah, Isnanik Juni; Andik, Andik Wahyun Muqoyyidin; Septi, Septi Aprilia
IJCER (International Journal of Chemistry Education Research) VOLUME 9, ISSUE 1, APRIL 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol9.iss1.art5

Abstract

The science learning process is anticipated to be able to offer an independent learning experience by utilizing previously acquired skills, namely science process skills. Based on the needs analysis, students get bored easily, are lazy, and find it difficult to accept science learning. In addition, worksheets and printed books that are used as learning resources have not implemented current technological developments, as a result students are bored and less interested. Teachers as science learning practitioners still find it difficult to provide learning media that have the capacity to pique students' interest. So, this research was conducted to develop an e-module centered on scientific process skills in the area of substance stress and its practical application, as well as evaluating its efficacy. The methodology employed in the research was the ADDIE R&D model which was carried out in class IX at SMP Nasional Malang. Data collection was done through student analysis questionnaires, media validity questionnaires, material validity questionnaires, student readability test questionnaires, and practicality test questionnaires by science teachers. Overall, the validity of the material is 92%, the validity of the media is 97.2%, the readability of students is 86.61%, and the practicality of science teachers is 99%. Therefore, this e-module is very feasible and effective to be applied to the science learning process in junior high schools on substance stress and its application in daily life.
Analyzing the Competence of Pre-Service Chemistry Teachers in Designing Psychomotor Assessment Instruments for Basic Chemistry Laboratory Practices Munawwarah, Munawwarah; Zubair, Sakinah
IJCER (International Journal of Chemistry Education Research) VOLUME 9, ISSUE 1, APRIL 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol9.iss1.art6

Abstract

  ABSTRACT: This study investigates the competence of pre-service chemistry teachers at Universitas Negeri Makassar in designing psychomotor assessment instruments for basic chemistry laboratory practices. Employing a descriptive quantitative approach, the study aimed to evaluate the alignment of these instruments with laboratory procedural guidelines and identify challenges faced by pre-service teachers. A sample of 30 students, selected through random sampling, participated in project-based tasks to develop psychomotor instruments corresponding to six basic chemistry laboratory activities. Data were collected through skill tests and questionnaires, analyzed descriptively to determine the alignment and effectiveness of the instruments. The findings reveal that most instruments demonstrated strong alignment with procedural steps, particularly in the cases of Solution Preparation and Separation Techniques, which received high scores for clarity, well-structured rubrics, and ease of implementation. However, challenges were noted in integrating explicit safety protocols and balancing the level of difficulty in instruments such as Redox Reactions and Functional Group Identification, which exhibited minor discrepancies. The study underscores the importance of aligning assessment instruments with laboratory standards and enhancing training programs to address both cognitive and psychomotor dimensions effectively.
Research Trends in the Application of Problem Based Learning Model in chemistry learning in Indonesia: A Systematic Literature Review Muhammad Habib Ash Shiddiqi; Purwaningsih , Dyah; Pujiana, Elma
IJCER (International Journal of Chemistry Education Research) VOLUME 9, ISSUE 1, APRIL 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol9.iss1.art8

Abstract

This study aims to analyze and map research trends on the application of the Problem-Based Learning (PBL) model in chemistry education in Indonesia using the systematic literature review (SLR) method. The study involved secondary data sourced from the SINTA database for publications between 2015 and 2024. Articles were identified using the keywords "problem-based learning" and "chemistry", with inclusion criteria comprising: (1) studies implementing PBL in chemistry learning, (2) published between 2015 and 2024, (3) document type limited to peer-reviewed articles, and (4) articles indexed at least by Sinta 3. Out of an initial 182 articles retrieved, only 21 articles met the inclusion criteria after screening. The results indicate the PBL model has been implemented using various approaches, strategies, and media, demonstrating its effectiveness in improving students' learning outcomes, critical thinking skills, and engagement in chemistry education. The most frequent research focus was on learning outcomes, followed by learning activities and critical thinking skills, while other variables such as scientific attitudes, self-efficacy, and collaboration also received attention. PBL's adaptability, including integration with STEM and digital media, enhances its relevance to modern learning demands. This study highlights the significant role of PBL in fostering student-centered learning and bridging theoretical and practical aspects of chemistry. Limitations in database scope and inclusion criteria highlight the need for broader reviews. Future studies should include meta-analyses and explore interdisciplinary applications to enhance PBL's potential in chemistry education. These findings offer valuable insights for educators and researchers aiming to optimize PBL in Indonesian education
Google Sites as a Tool for Chemistry: Exploring the 8E Learning Cycle Approach Pratiwi, Nani Arum; Zamhari, Muhammad; Ridzaniyanto, Pandu
IJCER (International Journal of Chemistry Education Research) VOLUME 9, ISSUE 1, APRIL 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol9.iss1.art7

Abstract

The shift towards student-centered learning has heightened the demand for effective learning media in the digital era. Nevertheless, the availability of suitable resources remains limited. The fundamental laws of chemistry involve numerous complex concepts, making learning media essential to support student understanding. This study aims to develop and analyze Google Sites as a learning medium based on the 8E Learning Cycle to enhance the learning process of the fundamental laws of chemistry. The media was developed using the ADDIE model by Dick and Carey, limited to the development stage. Validation was conducted by one media expert and one material expert, while assessments were carried out by five high school chemistry teachers and 11 high school students. Google Sites as learning media developed interactively and compatible, combining the 8E Learning Cycle framework to improve student comperhension.. Validation results showed that media and material experts performed at 95.00% and 85.00%, respectively. The assessment of chemistry teachers was 94.33%, which is included in the very good category. In addition, student responses reached 100%. These findings indicate that the developed Google Sites learning media functions as an effective alternative that is in line with the principles of student-centered learning and supports students in understandingthe fundamental laws of chemistry.
Development of Structured Assignment Sheets on Factors Affecting Reaction Rates to Train Concept Building Skills Wullida Hayuning Bidari; Suyono
IJCER (International Journal of Chemistry Education Research) VOLUME 9, ISSUE 1, APRIL 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol9.iss1.art9

Abstract

The objective of this study is to develop a Structured Assignment Sheet for Concept Building Ability, abbreviated as LPT-KMK, that is feasible for use as a learning tool on the topic of factors influencing reaction rates. This research adopts a research and development (R&D) methodology to design and refine the LPT-KMK. The feasibility of the developed LPT-KMK is assessed based on three criteria: validity, practicality, and effectiveness. The LPT-KMK, which was developed and validated by expert reviewers, was trialed in June 2024 with a group of 25 eleventh-grade students from SMAS Muhammadiyah 10 Sugio, located in the Lamongan district. The instruments employed in this study included review sheets, validity assessment sheets, student response questionnaires, and concept-building ability tests. The findings indicate that the LPT-KMK achieved a mode score of 4 for both construct and content validity, classifying it as valid. Additionally, the practicality of the LPT-KMK was confirmed, with student response percentages ranging from 84% to 100%. The effectiveness of the LPT-KMK was validated through statistical analysis of student test results using the statistical application. The implementation of the LPT-KMK material on the topic of factors affecting reaction rates resulted in significant improvements in student performance. Therefore, the developed LPT-KMK is considered valid, practical, effective, and suitable for use as a learning device in chemistry education, specifically in teaching factors influencing reaction rates.

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