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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 138 Documents
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Development Of Google Sites-Based Learning Media To Increase Student Learning Interest Laili, Ana Mustafidatul; Widarti, Hayuni Retno; Puspita, Ana Pertiwi Indah; Anantayani, Aisyah; Amrullah, Nur Kholish; Aini, Rofinda Gita
IJCER (International Journal of Chemistry Education Research) VOLUME 9, ISSUE 2, OCTOBER 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol9.iss2.art6

Abstract

Educational websites utilize information and communication technology to facilitate active learning for students, unrestricted by time and location. As a form of digital media, websites offer numerous benefits, such as the capacity to host extensive materials, making them ideal supplementary resources for students. The flexibility of websites allows for easy access without concerns about time constraints or high costs. One effective platform for creating educational websites is Google Sites, which is user-friendly, efficient in internet data and storage usage, and requires no complex programming skills. Furthermore, Google ensures security for its users and offers free website development. These sites can be designed to feature comprehensive content and visually appealing layouts to boost student engagement. The accessibility and advantages presented by Google Sites address the challenge of low student interest in chemistry, making its development a suitable solution. This research is classified as research and development (R&D), using the ADDIE instructional development model which aims to produce products in the form of google site-based learning media on the material of the mole concept. The study's findings indicated a validation score of 90.26% from subject matter experts, categorized as very feasible/valid, and 89.67% from media experts, also deemed very feasible/valid. Additionally, a readability assessment of the learning website achieved a score of 86.11%, meeting easy-to-understand criteria. The website has been implemented in classroom learning. The results of the analysis of student scores before and after the test showed an increase in learning interest. Although the increase is relatively low, with an N-Gain value of 0.21, these results indicate the potential for further improvement if the research is developed more optimally. Thus, it can be concluded that Google Sites-based learning media on the material of the mole concept has the potential to increase student interest in learning.
Perceptions of K-12 teachers on Mobile Augmented Reality in Biology Education: A Descriptive Action Research Maulion, Raianne Joy; Prudente, Maricar
IJCER (International Journal of Chemistry Education Research) VOLUME 9, ISSUE 2, OCTOBER 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol9.iss2.art5

Abstract

This study aims to examine the perceptions of K–12 science teachers regarding the integration of Mobile Augmented Reality (mAR) as a pedagogical tool in Biology education. Specifically, it investigates current mAR usage, its perceived impact on student learning, and the challenges teachers face in its implementation. Using a mixed-method research design, data were collected from 34 teachers through surveys and interviews. Results reveal that only 44.1% of respondents have used mAR in their lessons primarily coming from private schools, while 55.9% have not, primarily due to limited access to devices, unstable internet, and insufficient training. Teachers who employed mAR reported improved student engagement, enhanced visualization of complex concepts, and increased motivation and collaboration. mAR was most used during the engagement and exploration phases, particularly in anatomy and cell biology lessons. Despite challenges in curriculum alignment, technical support, and classroom management, most teachers acknowledge the potential of mAR to enrich Biology education. The study highlights the need for improved infrastructure, targeted professional development, and curriculum-aligned AR content to support wider adoption.
Application of Project-Based Worksheets on the Utilization of Rice Husk Charcoal Adsorbent to Reduce Groundwater Hardness in Develoving Students’ Scientific Performance Khairunnisa, Hana Humaira; Sari , Sari; Sukmawardana , Yulia
IJCER (International Journal of Chemistry Education Research) VOLUME 9, ISSUE 2, OCTOBER 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol9.iss2.art1

Abstract

This study evaluates the effectiveness of project-based worksheets in developing students' scientific performance through practical application of rice husk charcoal adsorbents for groundwater hardness reduction. This is first study integrating project-based worksheets with practical application of rice husk charcoal for water hardness reduction for develoving students’ scientific performance in chemistry education. Using a pre-experimental one-shot case study design, 36 twelfth-grade students from SMKN 7 Bandung participated in a six-session practicum involving complexometric titration and adsorption processes. Students' scientific performance was assessed across five project stages using validated rubrics (0-100 scale). Rice husk charcoal adsorbents (0.2g and 0.5g) were tested against groundwater samples, with hardness measured through EDTA titration using established analytical protocols. Results demonstrated consistently high performance across all stages: problem identification (92.1%), project design (91.3%), implementation (89.8%), prototype development (89.8%), product evaluation (95.6%), and finalization (86.7%). Statistical analysis showed significant improvement in students' ability to connect theoretical concepts with practical applications, particularly in understanding complexometric titration mechanisms and adsorption principles. The adsorbent successfully reduced groundwater hardness below WHO standards (500 mg/L), validating both the environmental solution and pedagogical approach. This integrated methodology uniquely combines analytical chemistry education with sustainable environmental remediation, demonstrating measurable enhancement in students' scientific literacy, critical thinking, and problem-solving capabilities through authentic, hands-on learning experiences that address real-world water quality challenges.
Analysis of Students' Scientific Literacy Ability in Terms of Learning Styles on Acid-Base Material Septiani, Nurul Ulya; Ardhana, Ivan Ashif
IJCER (International Journal of Chemistry Education Research) VOLUME 9, ISSUE 2, OCTOBER 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol9.iss2.art8

Abstract

This study aims to determine students' science literacy abilities, to know students' science literacy abilities based on learning styles, and to determine differences in students' science literacy based on learning styles in acid-base materials. This research is a non-experimental causal-comparative quantitative study with a sample of 62 students from 11th grade Science (MIPA) at MAN 1 Jombang, specifically classes XI-H and XI-I. The sample was selected using a purposive sampling techniques. The research instruments used were interviews for the preliminary study, a test consisting of 19 questions covering all literacy indicators with a test reliability score of 0.697, which is considered high, and a questionnaire to determine students' learning styles using the AkuPintar website. The interview results indicate that the school has implemented the independent curriculum, but the application of science literacy in learning is still limited to providing introductory readings before explaining the material and during practice exercises, and has not fully integrated the aspects of science literacy. The research results show that students' science literacy skills on acid-base materials fall into the medium category. Based on science literacy indicators, the high category is found in the indicators of researching, evaluating, and using scientific information for decision-making and action; the medium category is found in the indicator of explaining phenomena scientifically; and the high category is found in the indicators of designing and evaluating designs for scientific investigations and critically interpreting scientific data and evidence. Based on learning styles, students with a visual learning style have higher science literacy skills, followed by students with an auditory learning style and students with a kinesthetic learning style. Although there are differences in mean scores between learning styles, statistically no significant difference was found in students' science literacy abilities based on learning style. This indicates that efforts to improve science literacy should focus on enhancing the quality of teaching, student engagement, and strengthening scientific thinking skills, rather than solely on adapting teaching methods to specific learning styles.
Analysis of Numeracy Literacy Ability of 11th Grade Students on Reaction Rate Material at SMAN 1 Grogol Pertiwi, Niken Yuhana; Ardhana, Ivan Ashif
IJCER (International Journal of Chemistry Education Research) VOLUME 9, ISSUE 2, OCTOBER 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol9.iss2.art7

Abstract

Numeracy literacy skills are abilities that need to be trained and developed, focusing on understanding concepts and mathematical calculations as well as their application in the process of contextual problem-solving. Specifically, the level of numeracy literacy in each school in Indonesia has not yet been identified, particularly in the context of reaction rates in chemistry, which is rarely analyzed. Therefore, this study aims to describe the overall level of students' numeracy literacy on the topic of reaction rates, based on numeracy literacy indicators, gender, and cognitive aspects in Bloom's taxonomy. This research employs a descriptive quantitative approach, involving 60 students as subjects. The research instrument consisted of 20 essay questions about numeracy literacy skills related to the topic of reaction rates, with a reliability of 0.817, categorized as very high. The research results indicate that, overall, the level of numeracy literacy on the topic of reaction rates remains low, with a percentage of 37.74%. Based on indicators, (1) the ability to analyze information in the form of tables, graphs, diagrams, and charts reached 47.09%; (2) the use of numbers and symbols was 36.07%; (3) interpreting analysis results to make decisions was 34.28%. Based on gender, male students achieved a rate of 39.61%, while female students achieved a rate of 37.06%. Based on cognitive aspects in Bloom's Taxonomy, C4 (analyzing) achieved the highest score of 50.44%, followed by C5 (evaluating) at 32.08%, C3 (applying) at 29.70%, and C6 (creating) at 21.50. These findings emphasize the importance of improving numeracy literacy skills in Indonesia, especially in chemistry education. These results can also serve as a basis for teachers in designing learning strategy policies by integrating numerical skills, data interpretation, and logical reasoning to enhance students' numeracy literacy in chemistry learning more broadly.
The Effect of PjBL-Based QODE Model on Critical Thinking and Learning Achievement of Buffer Solution Topic Wulayalin, Khafifah Aulia; Zamhari, Muhammad; Ramadanti, Wicahni; Nurjanah, Stevani
IJCER (International Journal of Chemistry Education Research) VOLUME 9, ISSUE 2, OCTOBER 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol9.iss2.art9

Abstract

Chemical misconceptions often occur when students need to understand the initial concept. This misconception has an impact on students' ability to understand the material and results in a decrease in students' learning achievement. Students' concept understanding can significantly improve by applying practical learning approaches, models, and strategies. This study aims to determine how applying the QODE learning model based on PjBL improves grade XI students' learning achievement and critical thinking skills on Buffer Solution topic. This type of research is a quasi-experiment with a nonequivalent control group pretest–posttest design. This study's subjects were control class for cooperative learning group investigation learning model and experimental class for PjBL-based QODE learning model at SMA Negeri 1 Sleman. Two intact classes (n = 36 per group) completed a two-tier multiple-choice critical-thinking test and an achievement test before and after a 3-session intervention. The research data were analyzed using the Wilcoxon and the N-gain tests. The Wilcoxon test result shows that both learning models used in experimental and control groups influence student learning achievement and critical thinking with the value of Sig. <0.05. N-Gain test shows that the experimental group experienced an increase of 0.74 for critical thinking skills and 0.78 for student learning achievement which in high category, while the control group experienced an increase of 0.38 for critical thinking skills and 0.73 for student learning achievement which in low and high category. These findings indicate that the QODE learning model based on PjBL contributes to improving students' critical thinking.
Improving Students’ Knowledge and Engagement in Immunology Course Using Video-Based Learning and Concept Mapping in Modified E-tivities Triastuti, Asih; Pramundita Ramadani, Arba
IJCER (International Journal of Chemistry Education Research) VOLUME 8, ISSUE 1, APRIL 2024
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol8.iss1.art3

Abstract

E-tivities were implemented in the online class of Immunology at the Department of Pharmacy UII using video-based learning (VBL) and concept mapping exercises to enhance student motivation and knowledge. The class measurement method was used by comparing the previous academic year's lecture evaluation and outcomes (the 2021 semester without video and concept mapping) and the 2022 semester (with E-tivities using VBL and concept mapping). According to the evaluation results, the combination of learning methods with learning video and concept mapping increased the student's interest and enthusiasm for learning. Furthermore, the student's mastery of the material increased from 8% to 41%, resulting in an increase in the student's final grade. The combination of video-based learning and concept mapping increased student motivation and knowledge
The The Effect of Chemistry Teaching Materials on Scientific Literacy and Critical Reasoning in SMA Negeri Langsa Prasetya, Cyndi; Maisarah
IJCER (International Journal of Chemistry Education Research) VOLUME 8, ISSUE 1, APRIL 2024
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol8.iss1.art1

Abstract

Scientific literacy is the ability to understand the concepts and processes of science and to use science to solve problems of everyday life. The 21st century demands education to facilitate science literacy in students. However, early observations at SMA Negeri Langsa found that the literacy of students in science was still low, as well as critical. The school has provided complete facilities and has additional textbooks in addition to Chemistry. However, the chemistry materials used are still based on theory. So, this research was carried out to analyze the influence of chemistry teaching materials on science literacy and criticism of students. The method used was design with one-group type pretest-post-test, so there was only one group of samples in this study, the students of the 12th grade MIA-2 consisting of 32 people. The data collection techniques used are tests and observation sheets. Data analysis in this study is descriptive statistics and inferential statistics. The results show that (1) Chemistry teaching materials significantly influence scientific literacy with a percentage of influence of 89.90% and (2) Chemistry teachings also affect critical reasoning significantly with an influence rate of 87.90%. The chemistry learning materials used in this study are LKPD (Learners' Worksheet) designed using liveworksheet. Thus, the study recommends that teachers and other researchers use chemistries that support scientific literacy and are critical, such as worksheet.
Examining How Supplemental Instruction Impacts Students’ Motivation in Organic Chemistry Guyot, Michael; Hsu, Samantha; Nizomov, Javlon; Antonenko, Pavlo; Habenicht, Stefanie
IJCER (International Journal of Chemistry Education Research) VOLUME 8, ISSUE 1, APRIL 2024
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol8.iss1.art2

Abstract

This study investigates the effect of Supplemental Instruction (SI) on students’ motivation and learning outcomes in an introductory Organic Chemistry course for non-majors. SI, conducted by experienced facilitators, offers a range of academic support for students that may include reviewing challenging concepts, working through practice problems, and answering student questions. To assess the impact of SI in this Organic Chemistry course, we measured several parameters: student engagement during SI sessions, exam scores and final course grades, as well as self-reported motivation levels at both the beginning and end of the semester. We performed a linear regression analysis and observed a positive correlation between SI participation and improved performance on certain exams for SI participants. Further analysis showed that student motivation alone could be driving these improvements. These results suggest that while SI may be beneficial for some students, greater emphasis should be placed on ensuring that students are motivated to learn difficult concepts.
The Implementation of Industrial Work Culture as an Effort to Educate Students' Character in Qualitative Analysis Practical Learning for Grade XI of Analytical Chemistry Department at SMTI Yogyakarta Vocational School Quari, Triana Quari Sedyasthi
IJCER (International Journal of Chemistry Education Research) VOLUME 8, ISSUE 1, APRIL 2024
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol8.iss1.art4

Abstract

This research aims to implement industrial work culture as an effort to educate students' character in practical learning of Qualitative Analysis for grade XI of Analytical Chemistry Department at SMTI Yogyakarta Vocational School. The research was carried out with a qualitative approach to survey results for students after completing the learning process with a block system lesson schedule, where students must comply with rules or regulations that instill discipline, responsibility and tough character. Students are required to submit practical reports within a certain time limit. The subjects in this research were eleventh-grade students of Analytical Chemistry Department at SMTI Yogyakarta Vocational School, totaling 32 students. The data were analyzed descriptively and present in tabular form. The results of the research showed that the majority agreed with the statements in the questionnaire given, where in the results of the evaluation survey of the block system learning schedule, 68.75% agreed that practical learning with the block system could improve student discipline and 31.25% strongly agreed. 59.38% agreed that practical learning with the block system could increase student’s endurance (physical and mental endurance) and 34.38% strongly agreed. 50.00% agreed that practical learning with the block system could train students to manage time and 43.75% strongly agreed. 46.88% agreed that practical learning with the block system could increase student learning motivation and 21.88% strongly agreed. 65.63% agreed that practical learning with the block system could further facilitate student’s level of understanding and 15.63% strongly agreed. Meanwhile, in the survey results regarding the rules for collecting practice reports with a certain time limit, 56.25% agreed that collecting practice reports with a certain time limit could improve student discipline and 31.25% strongly agreed. 59.38% agreed that collecting practice reports with a certain time limit could increase student’s endurance (physical and mental endurance) and 34.38% strongly agreed. 59.38% agreed that practical learning with the block system could train students to manage time and 28.13% strongly agreed. 46.88% agreed that practical learning with the block system could increase student learning motivation and 21.88% strongly agreed. Therefore, it can be concluded that the implementation of industrial work culture in the practical learning for grade XI of Analytical Chemistry Department at SMK-SMTI Yogyakarta Vocational School can be a character education effort, which is supported by the survey results, where the majority agreed with the statements in the questionnaire given to student representatives who were the objects of research

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