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Jambura Journal of Educational Chemistry
Published by Universitas Negeri Gorontalo
ISSN : 26557606     EISSN : -     DOI : -
Core Subject : Science, Education,
Chemistry Education Other
The Journal of Educational Chemistry (JJEC) is the official journal of Chemistry Department, Faculty Mathematic and Natural Science, Gorontalo State University. JJEC is peer-reviewed articles publish articles twice a year in February and August. JJEC typically addresses chemical content, chemical education research, results of thought and research, instructional methods, and laboratory experiments.
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Articles 5 Documents
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Search results for , issue "Vol 7, No 1 (2025): February" : 5 Documents clear
The Effect of STEM (Science, Technology, Engineering, and Mathematics) Learning Model on Critical Thinking Ability of Students on Colloid Material Lasim, Windi Sulistiyani; Musa, Weny J.A; Mohamad, Erni; Laliyo, Lukman Abdul Rauf; Iyabu, Hendri; Sihaloho, Mangara
Jambura Journal of Educational Chemistry Vol 7, No 1 (2025): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v7i1.28516

Abstract

This research focuses on Natural Science learning, especially colloid material, where teaching is still dominated by the lecture method. Learning models that encourage students to make direct observations through experiments are rarely applied. This causes students to be less trained in solving problems, so their critical thinking skills are not optimally developed. This study aims to determine the effect of STEM (Science, Technology, Engineering, and Mathematics) learning model on students' critical thinking skills on colloid material at SMA Negeri 1 Telaga. The research design used was pre-experiment with one group pre-test post-test design. The research sample consisted of 29 students selected by census/total sampling. Data collection was done through critical thinking skills test. The results showed that the average percentage of students' critical thinking skills in the pre-test was 46.11%, which was in the medium category, and in the post-test it increased to 83%, which was in the very high category. This shows that the STEM learning model can improve students' understanding and critical thinking skills. The statistical test shows a significance value of 0.000 < 0.05, which means H1 is accepted and H0 is rejected. Thus, it can be concluded that the STEM learning model has a positive influence on students' critical thinking skills.
The Effectiveness of The Problem-Based Learning Model Assisted by Interactive Videos on Critical Thinking Skills Romadhoni, Siti Dzakiya; Hakim, Fachri; Ningrum, Lis Setiyo
Jambura Journal of Educational Chemistry Vol 7, No 1 (2025): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v7i1.27651

Abstract

The 21st century demands that students develop various skills, including critical thinking. This study investigates how effective an interactive video-assisted Problem-Based Learning (PBL) model is in enhancing students' critical thinking skills on the topic of atomic structure and the benefits of nanomaterials. The research used a quasi-experimental design with non-equivalent control groups. The sample was selected using cluster random sampling, with class X4 as the experimental group and class X6 as the control group. Data were collected through pre-tests and post-tests, which were analyzed using the product-moment correlation formula to validate the test instruments. The results showed that the experimental group's average post-test score for critical thinking skills was 75.944, higher than the control group's score of 61.278. The hypothesis test using an independent sample t-test revealed a Sig (2-tailed) value of 0.000, which is less than 0.05, indicating that the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. Additionally, the effectiveness of the model was assessed using the n-gain test, resulting in a mean value of 0.6327, which falls into the medium effectiveness category.
Analysis of Students' Metacognition Skills in Problem Solving on Thermochemical Materials Manaa, Ramayanti N; Lukum, Astin; Tangio, Julhim S; Pikoli, Masrid; Alio, La; Sihaloho, Mangara; Sangkota, Vivi Dia Afrianti
Jambura Journal of Educational Chemistry Vol 7, No 1 (2025): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v7i1.26381

Abstract

This research is a descriptive qualitative research that aims to determine students' metacognition skills in problem solving on thermochemical material. The instrument used in this research is a 5-number description test in problem solving questions to measure students' metacognition skills. The subjects in this study were 34 students of class XI SMA Negeri 1 Tapa. The data analysis technique in this research is descriptive qualitative analysis which includes the stages of data reduction, data presentation, data analysis and conclusion drawing. The results showed that from the indicators of the questions given, students get an average value of the ability of metacognition skills for each indicator, namely: planning indicators by 67.8%, monitoring indicators by 48.2%, and evaluation indicators by 21.2%. The average results obtained on all indicators can be concluded that the ability of students' metacognitive skills on planning indicators is quite high, monitoring indicators are moderate, and evaluation indicators are low.
The Effect of Contextual Teaching and Learning (CTL) Model on Reaction Rate Material on Critical Thinking Ability and Character of Student Arwin, Muh.; Pikoli, Masrid; Sihaloho, Mangara; Kunusa, Wiwin Rewini; Tangio, Julhim S.; Munandar, Haris
Jambura Journal of Educational Chemistry Vol 7, No 1 (2025): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v7i1.28723

Abstract

This research investigates the impact of the Contextual Teaching and Learning (CTL) model on critical thinking abilities and student character in the reaction rate topic at SMA Negeri 3 Gorontalo Utara. This research employs a quantitative methodology with a near-experimental design, specifically employing a one-group pre-test and post-test design. Data were gathered through questionnaires and tests. The study's population consisted of grade XI students at SMA Negeri 3 Gorontalo Utara throughout the opening term of the academic cycle for 2024-2025. A total sampling method was used, selecting 50 students from two classes who enrolled in chemistry specialization. The findings indicate that the application of the CTL model led to an improvement in critical thinking skills, with the experimental class showing a mean pre-test result of 37.56% and a post-test result of 84.22%, whereas the replication group recorded pre-test and post-test averages of 37.33% and 83.89%, respectively. As for character growth, the experimental group displayed an average score of 80.13%, while the replication group showed 79.90%. Both classes demonstrated significant progress, as shown by the consistency of the results in both groups. The outcomes of the paired sample t-test reveal a noteworthy value of 0.000 < 0.05, prompting the dismissal of H0 and the endorsement of Ha, confirming that the CTL model positively affects critical thinking skills and student character in reaction rate material.
Evaluating Differentiated Chemistry Instruction in Senior High Schools Using Stake’s Countenance Model: A Study in Gorontalo City Suryanto, Suryanto; Lukum, Astin; Salimi, Yuszda K.; La Kilo, Akram; Laliyo, Lukman A.R.; Pikoli, Masrid
Jambura Journal of Educational Chemistry Vol 7, No 1 (2025): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v7i1.31729

Abstract

This study aims to evaluate the implementation of differentiated instruction in Chemistry subject for Grade 10 students across senior high schools in Gorontalo City using Stake’s Countenance Model. The evaluation focused on three key components: antecedent (lesson planning), transaction (instructional implementation), and outcome (student learning results). Data were collected through the analysis of lesson plans and teaching modules, classroom observations, teacher interviews, and assessments of student learning outcomes. The analysis employed both congruence and contingency approaches. The findings indicate that both lesson planning and instructional implementation fall into the "moderate" category, with average scores of 69.82% and 67.52%, respectively, while student learning outcomes were categorized as "good" with an average score of 68.89%. The contingency analysis revealed a misalignment between antecedent and transaction with the outcome, suggesting that student achievement was more strongly influenced by administrative targets (KKTP) rather than the effectiveness of differentiated instruction strategies. This study recommends the need for pedagogical training focused on strengthening conceptual understanding of differentiation, designing adaptive instructional materials, and applying authentic assessment practices to promote inclusive and responsive learning tailored to diverse student needs.

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