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Made Gautama Jayadiningrat
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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 169 Documents
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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.
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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