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Made Gautama Jayadiningrat
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jpki@undiksha.ac.id
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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. 2 (2025)" : 5 Documents clear
Profiling Students’ Critical Thinking Improvement through PBL E-Worksheet: A Pretest-Posttest Study on Reaction Rate Factors Dian Novita; Salsa Sabrina Fajar Maulidiah
Jurnal Pendidikan Kimia Indonesia Vol. 9 No. 2 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v9i2.102099

Abstract

Field data and previous studies indicate that students’ critical thinking abilities regarding factors influencing reaction rates remain relatively low. This study aims to describe how Problem-Based Learning (PBL), supported by an electronic worksheet integrating multiple chemical representations, enhances students’ critical thinking skills. A descriptive quantitative approach with a one-group pretest–posttest design was employed, involving Grade XI students. Data were gathered through critical thinking tests administered before and after the learning intervention and analyzed based on six critical thinking indicators. The findings revealed significant improvement across all indicators, with the greatest gain observed in interpretation skills. Overall, the results demonstrate that Problem-Based Learning can effectively enhance students' critical thinking skills when combined with multiple chemical representations through an electronic worksheet. This study underscores the importance of innovative and contextually relevant learning tools in developing essential 21st-century competencies in chemistry education.
Development of an Ecoenzyme and Liquid Organic Fertilizer-Based Biobattery KIT to Support Electrochemistry Learning in Junior High School Muhammad Yusron Nadhif; Dody Rahayu Prasetyo
Jurnal Pendidikan Kimia Indonesia Vol. 9 No. 2 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v9i2.102826

Abstract

This study aimed to develop and evaluate an interactive learning medium in the form of a Biobattery KIT based on ecoenzyme and liquid organic fertilizer (LOF) to support electrochemistry learning at the junior high school level. The learning media introduce concepts of electrolyte solutions, redox reactions, and simple voltaic cells through environmentally friendly organic materials. This study is a Research and Development (R&D) study using the 4D development model (define, design, develop, and disseminate). The developed product was validated by material and media experts and tested on students to evaluate feasibility and learning potential. The validation results indicated high feasibility, with material expert validation reaching 97.5% and media expert validation reaching 100%. Student trials showed positive responses with an effectiveness score of 90%, indicating that the Biobattery KIT has strong potential to facilitate students’ conceptual understanding of electrochemical principles and renewable energy concepts. The findings suggest that the ecoenzyme and LOF-based Biobattery KIT can serve as an innovative and sustainable learning medium for electrochemistry education at the junior high school level.
Study Documents of Ethnobeauty Chemistry Knowledge In Lontar Indrani Sastra I Wayan Suja; I Ketut Sudiana; I Putu Priyasana
Jurnal Pendidikan Kimia Indonesia Vol. 9 No. 2 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v9i2.104141

Abstract

This study aims to identify the diverse traditional beauty care knowledge documented in the Lontar Indrani Sastra and to describe the efficacy of its herbal ingredients based on their phytochemical profiles. Utilizing a qualitative approach with a document analysis design, data were collected through a literature review of the original manuscripts and copies of the Lontar Indrani Sastra, phytochemical literature, and scientific journals sourced from the Gedong Kirtya Singaraja Lontar Library and various digital databases. The collected data were analyzed descriptively. The findings reveal four dimensions of ethnobeauty chemical knowledge within the manuscript: factual, conceptual, procedural, and metacognitive knowledge. Furthermore, the investigated herbal ingredients specifically those utilized for skin care were identified to contain vitamins, flavonoids, alkaloids, polyphenols, glycosides, terpenoids, steroids, and fatty acids. These secondary metabolites act as active antioxidant, anti-inflammatory, antibacterial, antifungal, and natural moisturizing agents. The implications of these findings offer a foundational framework for public education regarding the chemical efficacy of traditional formulations. Concurrently, they support the development of a natural cosmetics industry that is safe, eco-friendly, and aligned with the Sustainable Development Goals (SDGs).
Developing an Intertextual-Based E-Module on Molecular Geometry to Enhance Students’ Conceptual Mastery and Critical Thinking Skills Hargianti Tri Rahayu; Wiji Wiji; Tuszie Widhiyanti; Sri Mulyani
Jurnal Pendidikan Kimia Indonesia Vol. 9 No. 2 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v9i2.110554

Abstract

This study aimed to design and develop an intertextual e-module on molecular geometry to overcome limitations related to learning resources and instructional time in schools. The development process followed the ADDIE framework up to the development phase. The e-module was constructed using an intertextual approach that connects macroscopic, submicroscopic, and symbolic representations, thereby facilitating students’ conceptual mastery and fostering critical thinking skills. Validation results revealed that the developed module demonstrated excellent validity, with an average Aiken’s V coefficient of 0.994. The characteristics assessment showed that the self-contained, stand-alone, adaptive, pedagogical, multimedia-integrated, and intertextual features each achieved a perfect Aiken’s V score of 1.000. Furthermore, the self-instructional and user-friendly dimensions obtained scores of 0.992 and 0.972, respectively. Expert evaluations also confirmed strong validity across content (0.844), instructional design (0.960), language (0.808), and media (0.910) aspects. Overall, the findings indicate that the e-module is suitable for implementation as a learning resource and has the potential to improve students’ conceptual mastery and critical thinking skills in molecular geometry.
Strengthening Students’ Scientific Literacy: Development of the Creative Problem Solving Based E-Module of Buffer Solution Arif Sholahuddin; Mia Febriani; Abdul Hamid
Jurnal Pendidikan Kimia Indonesia Vol. 9 No. 2 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v9i2.112514

Abstract

This research aims to develop a creative problem solving-based e-module on buffer solution material that is feasible for enhancing scientific literacy. The ADDIE development model was employed, encompassing the Analysis, Design, Development, Implementation, and Evaluation phases. During development, validity was tested by five experts/practitioners, readability was assessed through one-to-one testing with five students, and initial practicality and effectiveness were evaluated with a small group of 14 students. In the implementation phase, a field test involving 36 students assessed the final practicality and effectiveness. The study concluded that the developed e-module is feasible to use because it is (1) very valid, with an expert/practitioner validation score of 95.77, (2) very practical, with student response scores of 3.20 (good), teacher response scores of 3.5 (very good), teacher ability in using the e-module scored at 4.00 (very good), and the ability to manage the class using the e-module scored at 3.63 (very good), and (3) very effective, with a science literacy N-gain score of 0.83.

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