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I Putu Priyasana
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INDONESIA
Jurnal Pendidikan Kimia Indonesia
Published by Universitas Pendidikan Ganesha
ISSN : 20879040     EISSN : 26139537     DOI : http://dx.doi.org/10.23887/jpk.v3i1
Core Subject : Science, Education,
Chemistry Education
Jurnal Pendidikan Kimia Indonesia is a scientific journal published by the Department of Chemistry Education of Ganesha University of Education. This journal aims to accommodate the articles of research results and results of community service in the field of education and learning. In the end this Journal can provide a description of the development of science and technology in the field of education for the academic community. This journal is published 2 times a year (April and October).
Arjuna Subject : Teknik Kimia (semua kategori) - Teknik Kimia (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "vol. 9 no. 1 (2025)" : 5 Documents clear
Experiential Learning and Its Impact on Chemistry Education: A Systematic Review of Research Trends Aulia Rahmah; Endang Widjajanti
Jurnal Pendidikan Kimia Indonesia Vol. 9 No. 1 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v9i1.100440

Abstract

Chemistry education continues to face challenges such as low student achievement and the dominance of conventional approaches. This study regularly reviews the implementation of experiential learning in chemistry education. A systematic literature review (SLR) was conducted by searching four databases ScienceDirect, ResearchGate, ACS Publications, and Google Scholar using the keywords “experiential learning chemistry” in English and Indonesian. Twenty articles published between 2012 and 2025 that met the inclusion criteria were analyzed through coding and thematic categorization. The findings show that the use of modules, student worksheets, and games is the dominant strategy (22.2%) in implementing experiential learning. The most frequently examined dependent variables are learning outcomes (25%), conceptual understanding and motivation (12.5%), while the most common topics are basic chemistry (20%), electrochemistry and environmental chemistry (10%). Experiential learning-based media were reported to improve conceptual mastery, engagement, and 21st-century skills. This review contributes by mapping empirical trends and highlighting the novelty that experiential learning benefits not only cognitive achievement but also affective engagement and self-directed learning.
Analysis of Students' Chemistry Anxiety: A Systematic Literature Review Annida Hanifah Maulida; Jaslin Ikhsan
Jurnal Pendidikan Kimia Indonesia Vol. 9 No. 1 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v9i1.100445

Abstract

Anxiety is one of the emotional disorders commonly experienced by students and can affect learning outcomes. This study used a systematic literature review (SLR) method to identify level of education, measurement instruments, and contributing factors to chemistry anxiety. Data were collected from the Scopus database using Publish or Perish (PoP), ProQuest, and Eric. This study reviewed 27 articles that met the inclusion criteria. The analysis showed that most studies (59.3%) were conducted at the collage level. The most widely used chemistry anxiety instrument is the Chemistry Laboratory Anxiety Scale. The dominant factors that cause chemistry anxiety include fear of failure and making mistakes, chemistry that is considered difficult and negative feelings or perceptions towards chemistry. These findings provide important implications for teachers to design learning strategies that can minimize anxiety and support students' emotional well-being in chemistry.
Systematic Literature Review: Implementation of Green Chemistry in Science Education Al Miza Ginting; Kun Sri Budiasih
Jurnal Pendidikan Kimia Indonesia Vol. 9 No. 1 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v9i1.100446

Abstract

Green Chemistry in learning is important for fostering students' understanding of the impact of chemicals on the environment and encouraging concern for sustainability. This research uses the Systematic Literature Review method of articles from ScienceDirect, ERIC, and ProQuest (2020-2025) with the keyword “Green Chemistry Education”. The objectives are to identify emerging Green Chemistry principles, integrated chemistry fields, and their implementation in education. The findings reveal three aspects.  First, the most frequently applied principle was Principle 1 (waste prevention). Second, commonly integrated chemistry fields include organic, analytical, basic, polymer, and environmental chemistry, as well as stoichiometry and redox, along with industrial contexts that may serve as case studies in education. Third, the implementation of Green Chemistry was carried out through Project-Based Learning, Problem-Based Learning, active learning strategies (e.g., jigsaw and concept mapping), ethnochemistry, miniature laboratory activities, environmentally friendly practicums, digital escape rooms, and the development of Green Chemistry-based modules and textbooks.
Collaborative Learning Strategies in Improving High School Students' Chemistry Literacy: A Systematic Literature Review Nadila Cempaka Hany; Dyah Purwaningsih
Jurnal Pendidikan Kimia Indonesia Vol. 9 No. 1 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v9i1.100457

Abstract

Technological developments are driving education in Indonesia to master 21st-century skills, including the 4Cs. This study aims to identify collaborative learning strategies to improve chemical literacy through a systematic literature review (SLR) of 30 relevant journals. The analysis results indicate that weak chemical literacy is caused by student factors (lack of communication skills, participation, psychological aspects, and technical barriers) and teachers (minimal training and scaffolding). Collaborative learning has the potential to improve chemical literacy through Problem-Based Learning (PBL), Project-Based Learning (PjBL), Predict-Discuss-Explain-Observe-Discuss-Explain (PDEODE), Discovery Learning (DL), and Collaborative Problem-Based Learning (CPBL) models. In addition, ethnoscience approaches, Socio-Scientific Issues (SSI), Representations Learning, and Blended Learning also support literacy improvement. The implementation of these strategies is expected to make a real contribution to students' chemical literacy.
Development of E-Module Based Ethno-STEM to Improve HOTS and Students' Scientific Attitudes in Chemistry Learning Betzy Ayu Omega Rampean; Erwinda Gracya Laman; Widi Aprilia Ta'bi; Chelsea Senolinggi; Tirza Marsena; Fikra Nugraha
Jurnal Pendidikan Kimia Indonesia Vol. 9 No. 1 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v9i1.103020

Abstract

21st-century learning aims to produce quality, superior, and competitive human resources. In this digital era, teachers must be able to master technology and some intelligent media usage. Digital-based media integrated with science has been widely applied in education to increase student motivation in chemistry learning compared to conventional learning. Therefore, learning is not only limited to the classroom as a transfer of knowledge, but also requires support that is able to develop students' skills and attitudes in living in the 21st century. One example of skills and attitudes that must be possessed in the 21st century is higher-order thinking skills (HOTS) and scientific attitudes. E-modules based on ethno-stem developed with heyzine flipbooks presenting reaction rate material related to Toraja culture, specifically the typical Pa'piong food, aims to improve (HOTS) and scientific attitudes of students. This research is a development research with the ADDIE model, namely analysis, design, development, implementation, and evaluation. E-modules based on ethno-stem were validated and revised by 4 experts, namely media experts, material experts, language, and cultural experts, as well as 2 teachers who gave a score of 0.91 on the assessment scale and categorized as sss very valid. The sample in this study, namely 65 students, gave an average score of 94, which stated that it was very practical.

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