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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)
Arjuna Subject : -
Articles 146 Documents
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Development of AR Comics for Differentiated Chemistry Learning: Catalyzing Students' Critical Thinking Prasetiyani, Nabila; Priatmoko, Sigit; Sudarmin; Cahyono, Edy
IJCER (International Journal of Chemistry Education Research) VOLUME 10, ISSUE 1, APRIL 2026
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol10.iss1.art1

Abstract

To bridge the gap in visualization and interactivity found in traditional chemistry tools, this study developed an AR-powered comic using differentiated instruction to help students navigate the spatial complexities of molecular geometry while sharpening their critical thinking.The product was developed using the 4D model (Define, Design, Develop, Disseminate) and integrated visual storytelling, interactive 3D molecular visualisations, and an instructional song to support multimodal learning. Five experts validated the media and content, indicating high validity (media = 89.5%; content = 91%). Effectiveness was examined using a one-group pretest-posttest design with 30 Grade 11 students. Shapiro–Wilk results confirmed normal distributions for pretest and posttest scores (p = 0.278; p = 0.324). A paired-samples t-test showed a significant improvement in students’ critical thinking after the intervention (t(29) = -11.524, p < 0.001). Learning gains were moderate (n-gain = 0.40), with the strongest improvements in supposition and integration but inference and decision-making require further reinforcement through targeted scaffolding, such as the inclusion of guided inquiry prompts or interactive decision-making tasks within the AR interface that direct students to evaluate electron pair repulsions and conclude molecular properties based on their 3D observations. Overall, the AR differentiated comic is a promising medium for strengthening critical thinking in chemistry differentiated learning.
Implementation of the Singing Method to Improve the Numeracy Skills of Grade 1 Immigrant Children in Malaysia Prisma Anggi Armadila , Viola; Laksana, Sigit Dwi; Saputro , Anip Dwi
IJCER (International Journal of Chemistry Education Research) VOLUME 10, ISSUE 1, APRIL 2026
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol10.iss1.art2

Abstract

This study aims to examine the singing method as a learning strategy to improve the numeracy skills of grade 1 students at SB AMI Penang, Malaysia. This research uses a qualitative method with a case study approach whose data is collected through observation, in-depth interviews, and documentation. This study involved 11 participants, consisting of 8 students in class 1A and 3 students in class 1B conducted at the Sanggar Bimbingan AMI in Penang, Malaysia, a non-formal educational institution that provides learning services for primary school children. The results of the study show that the singing method is able to create a pleasant learning atmosphere, increase student activity, and help students remember the sequence of numbers and understand simple summation through lyrics, rhythm, and hand movements. The singing method is more optimal if there is help from other learning media. The contribution of this research focuses on the development of innovative learning methods in a non-formal educational environment, especially in improving basic mathematics skills. The findings show that this method is effective as an alternative to numeracy learning in non-formal education with limited resources.
Enhancing Students' Learning Outcomes in Chemistry Learning Through Assessment for Learning Fitria, Maulida Rizki; Muchlis, Muchlis
IJCER (International Journal of Chemistry Education Research) VOLUME 10, ISSUE 1, APRIL 2026
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol10.iss1.art3

Abstract

Continuous monitoring of student understanding is crucial because the nature of complex redox reaction materials is one of the primary causes of suboptimal student achievement. This research aims to enhance student learning outcomes through an assessment for learning approach that integrates feedback on an ongoing basis. This investigation employed a pre-experimental one-group pretest-posttest methodology with 36 twelfth-grade learners from one of Surabaya's high schools. The results showed a significant improvement in student learning outcomes, with the average score increasing from 37.22 to 86.04. The average N-gain reached 0.77, indicating high growth in learning achievement, with 88.89% of students attaining the high category. The results of this study show that using assessment for learning, which includes defining learning objectives, creating useful classroom discussions and assignments as evidence of student comprehension, giving continuous feedback, and including students as owners of their own learning process, is effective in improving students’ learning outcomes and has a measurable positive impact on concept mastery. These findings suggest that the assessment for learning approach is effective for improving students' understanding of complex topics such as redox reactions.
Effect of Computer-Based Visualization Model on Students’ Academic Achievement in the Periodic Table Concept in Chemistry Sunday, Edima; Umanah, Felicia; Ntegwung, George; Akpan, Enobong
IJCER (International Journal of Chemistry Education Research) VOLUME 10, ISSUE 1, APRIL 2026
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol10.iss1.art8

Abstract

This study investigated the effect of a computer-based visualization model on students’ academic performance in the concept of the periodic table in Chemistry in secondary schools in Mkpat Enin Local Government Area. A quasi-experimental design was adopted for the study. The population consisted of 1,871 Senior Secondary School Two (SS2) students, while a sample of 97 students drawn from two co-educational secondary schools was used. The instrument for data collection was the Chemistry Achievement Test on the Periodic Table (CATPT), which had a reliability coefficient of 0.86 using the Kuder–Richardson Formula (K-20). Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at the 0.05 level of significance. The findings showed that there was a significant difference in the performance of students taught using the computer-based visualization model and those taught using the expository instructional method (F = 17.334, p < .05), in favour of the computer-based visualization model. The results also indicated that there was no significant difference in the performance of male and female students exposed to the two instructional methods (p > .05). The study concluded that the use of computer-based visualization improves students’ understanding and performance in the periodic table and provides an effective alternative to conventional teaching methods in Chemistry. It was recommended that Chemistry teachers should make use of computer-based visualization tools when teaching abstract concepts such as the periodic table in Chemistry.
Augmented Reality-Based LKPD Innovation Using Assemblr Edu for Atomic Structure Content Agustina, Shayda; Hasby; Prasetya, Cyndi
IJCER (International Journal of Chemistry Education Research) VOLUME 10, ISSUE 1, APRIL 2026
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol10.iss1.art6

Abstract

Teaching chemistry on the topic of atomic structure still faces challenges due to its abstract nature and the limitations of teaching materials in visualizing the concept. The use of Assemblr Edu, which provides interactive AR-based three-dimensional (3D) visualizations that are easily accessible via mobile devices, offers an alternative solution. However, previous studies generally still use AR as a standalone medium and have not yet integrated it into structured teaching materials such as student worksheets. This study aims to develop and determine the validity and practicality of AR-integrated LKPD based on Assemblr Edu for atomic structure material. This study is a research and development project using the ADDIE model, limited to the development stage. The research subjects consisted of 1 chemistry teacher, 2 expert validators (content and media), and 20 10th-grade students at SMA N 2 Langsa for the 2024/2025 academic year. The instruments included a needs analysis questionnaire, expert validation, practicality assessment, and validated student response data. Data were analyzed using Aiken’s V index and percentages. The results indicate that the worksheets possess high validity with Aiken’s V values of 0.86 and 0.88, as well as practicality rates of 90.6% (teacher) and 84.4% (students), both falling into the “very practical” category. Thus, the AR-integrated LKPD based on Assemblr Edu is suitable and practical for use. The novelty of this study lies in the integration of AR into structured instructional materials. This study is limited to testing validity and practicality; therefore, its effectiveness on learning outcomes has not yet been examined.
Effect of a Using PBL-based Chemical Equilibrium E-Module on Students’ Science Literacy Skills: A Quasy-Experimental Study in Indonesian High School Nikmatusyadiah; Yerimadesi
IJCER (International Journal of Chemistry Education Research) VOLUME 10, ISSUE 1, APRIL 2026
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol10.iss1.art5

Abstract

Scientific literacy is a crucial competency in modern education. However, limited studies have examined its impact on science literacy within the Indonesian Phase F curriculum context. This research seeks to investigate the effect of using a problem- based learning (PBL) e-module on chemical equilibrium on the science literacy skills of Phase F students at SMAN 9 Padang. It employs a quasi-experimental method with a non-equivalent control group design. The population consists of Phase F students at SMAN 9 Padang, while the sample includes Class XI F3 (27 students) and Class XI F8 (27 students). The samples were selected through purposive sampling to meet the research criteria, namely students with relatively similar ability levels. The research instrument consisted of a test designed to measure students’ science literacy abilities. Data were analyzed using N-gain calculations, normality and homogeneity tests, as well as hypothesis testing. The findings indicate that the average N-gain in the experimental group (0.55) is higher than that in the control group (0.45). The results of the normality and homogeneity tests show that the data are follow a normal distribution and are homogeneous. Furthermore, the hypothesis testing using a t-test revealed that the obtained t-count value (2.3781) is greater than the critical t-table value (1.6747). These findings indicate that the use of a PBL-based chemistry equilibrium e-module provides a significant effect on enhancing students’ science literacy in high school.

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