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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 11 Documents
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Search results for , issue "Vol 8, No 1 (2026): February" : 11 Documents clear
A Review of Ethno-STEM Learning Modules in Chemical Kinetics: Bridging Cultural Relevance and Conceptual Understanding of Reaction Rates Musa, Selviana; La Kilo, Akram; Isa, Ishak; Pikoli, Masrid
Jambura Journal of Educational Chemistry Vol 8, No 1 (2026): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i1.33438

Abstract

This review explored how ethno-STEM learning modules help students understand reaction rates in chemical kinetics. These modules combine science with culture to make lessons more engaging and easier to relate to. We looked at how the modules were designed and used, how they supported learning, and how they mixed cultural content with science. We also compared different strategies—like inquiry learning and technology use—and identified common teaching problems.We focused on studies from secondary schools, vocational programs, and universities published up to mid-2024. These studies used different methods, such as interviews, surveys, and classroom experiments. We found that culture-based modules made chemistry more relevant and kept students motivated. Inquiry learning and technology also helped students understand reaction rates better. However, many of these strategies still need better ways to measure success and reach more students. Some students struggled with graphs and formulas, but active learning and visual tools helped improve their understanding. Teachers and students liked the modules because they connected chemistry to real life and local knowledge. Still, how engagement is measured varies between studies. In general, this review shows that ethno-STEM has strong potential to improve chemistry lessons by linking science and culture. But future research should be more consistent and explore how to use these methods in different types of classrooms.
Analysis of Students' Differentiating, Organizing, and Attributing Skills in Solving High School Chemistry Problems: Rasch Modeling Ranjani, Intan Salsabila Putri; Laliyo, Lukman Abdul Rauf; Sihaloho, Mangara; Isa, Ishak; Tangio, Julhim S.; Najmah, Najmah; Thayban, Thayban; Kurniawati, Erga
Jambura Journal of Educational Chemistry Vol 8, No 1 (2026): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i1.32076

Abstract

This study aims to analyze the ability of XII grade high school students in solving C4 level chemistry problems based on three indicators (Differentiating, Organizing, and Attributing) using Rasch modeling. This research is a quantitative study with a non-experimental research design (survey). The results showed that the level of analyzing students with an overall percentage reached 44.3%. Analysis based on indicators, Differentiating ability reached 47.06% (sufficient category), Organizing was at 44.88% (sufficient category), and Attributing also reached 40.56% (sufficient category). The ability to analyze students in SMAN A had an average value of 0.94, SMAN B had an average value of 0.11, SMAN C had an average value of -0.09, SMAN D had an average value of -0.62 SMAN E had an average value of -0.96, SMAN F had an average value of -0.25, SMAN G had an average value of 0.18, SMAN H had an average value of -0.62, while SMAN I had an average value of -0.73.
Mapping Students’ Misconceptions in Chemical Bonding Using the Four-Tier Diagnostic Test Fadli, Muhamad; Palisoa, Napsin
Jambura Journal of Educational Chemistry Vol 8, No 1 (2026): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i1.36108

Abstract

Students’ understanding of Lewis structures and the octet rule remains a fundamental challenge in chemistry learning and is frequently characterized by conceptual difficulties. This study aims to describe the conceptual understanding profile of Chemistry Education students on Lewis structures and related sub-concepts using a Four-Tier Diagnostic Test. A descriptive quantitative research design was employed, involving 17 students from the Chemistry Education Study Program. The diagnostic instrument consisted of 15 items representing valence electrons, Lewis structures–octet rule, formal charge, resonance, octet exceptions, central atom determination, and coordinate covalent bonding.The results indicate that students’ conceptual understanding is dominated by non-scientific categories. Only 10.20% of responses demonstrate sound conceptual understanding, whereas misconceptions and lack of knowledge account for 41.57% and 48.24% of responses, respectively. These findings suggest that most students have not yet developed an adequate conceptual understanding of Lewis structures. Item-level analysis reveals pronounced conceptual weaknesses in the Lewis structures–octet rule concept, as well as a complete lack of conceptual knowledge in formal charge, resonance structure determination, odd-electron octet exceptions, and central atom determination. Furthermore, very high proportions of misconceptions (94.12%) are identified in specific diagnostic items related to resonance concepts and coordinate covalent bonding.Overall, the findings demonstrate widespread conceptual difficulties across advanced subtopics related to Lewis structures, highlighting the need for instructional strategies that emphasize conceptual change and strengthen students’ representational understanding.
Redox Reaction Science Literacy Skills of SMAN 6 Bulukumba Students Falaq, Muzamil; Sugiarti, Sugiarti; Alimin, Alimin
Jambura Journal of Educational Chemistry Vol 8, No 1 (2026): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i1.34037

Abstract

One of the reasons students are not good at science literacy is the domination of conventional teacher-centered learning models. Science literacy can be enhanced only by embracing other models that are centered on the scientific process, for example, the Problem-Based Learning (PBL) model. This study examines analytically the effect of the PBL model on science literacy skills of grade XII students in SMAN 6 Bulukumba in the 2024/2025 academic year, specifically redox reactions. Applying the quasi-experimental design with the posttest control group, the study utilized a comprehensive measurement of science literacy according to the context, knowledge, and competence aspects. Test data were contrasted employing both descriptive and inferential statistical analysis. Results of homogeneity and normality testing supported that the two groups were randomly drawn from homogeneous populations, although the data were not normally distributed. Thus, hypothesis testing was carried out employing the Mann-Whitney U test, with a Zcount value greater than Ztable (1.77 > 1.64). These results indicate that the Problem-Based Learning model improves grade XII students of SMAN 6 Bulukumba adequately in terms of their chemistry literacy skills, i.e., in the field of redox reactions.
Implementation of Green Chemistry in Chemistry Learning: A Literature Review Situngkir, Rama Cahaya; Putri, Lera sani Damah; Azizah, Meilani; Nurfajriani, Nurfajriani
Jambura Journal of Educational Chemistry Vol 8, No 1 (2026): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i1.35585

Abstract

This study aims to review and analyze the implementation of green chemistry in chemistry learning through a Systematic Literature Review (SLR), focusing on research trends, methodologies, learning contexts, and forms of application. Green chemistry, introduced by Anastas and Warner, emphasizes the design of efficient, safe, and environmentally friendly chemical processes. Its integration into chemistry education is essential to foster sustainable development and environmental responsibility among students. Data were collected from 100 articles published between 2016 and 2025 in Google Scholar and Publish or Perish, of which 15 articles met the inclusion criteria for further analysis. Narrative synthesis was applied to extract and categorize information regarding research focus, methodology, learning context, and forms of implementation. The results indicate that applying green chemistry principles in chemistry learning strengthens conceptual mastery, motivation, creativity, and ecological awareness. Reported strategies include curriculum integration, eco-friendly laboratory practices, micro-scale experiments, and the development of innovative teaching modules. Despite challenges such as limited resources, teacher readiness, and lack of media, opportunities remain promising when aligned with the Sustainable Development Goals (SDGs). In conclusion, integrating green chemistry into chemistry education enriches learning while supporting the formation of future generations who are more environmentally conscious and committed to sustainability.
Development of a Differentiated Learning-Based Chemical Bonding Teaching Module to Enhance Scientific Argumentation Skills Tahir, Wawan; Salimi, Yuszda K.; La Kilo, Akram; Laliyo, Lukman Abdul Rauf; Lukum, Astin; Pikoli, Masrid
Jambura Journal of Educational Chemistry Vol 8, No 1 (2026): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i1.35112

Abstract

This study aimed to develop a differentiated teaching module to enhance students' scientific argumentation skills on chemical bonding material. The method used was Research and Development (R&D) with the 4D model (Define, Design, Develop, Disseminate). Validation results from experts showed that the developed differentiated teaching module was highly valid (92% and 94%), very practical (100% and 97%), and effective, with more than 80% of students achieving the minimum competency standard (KKM) and an average score of 88. The improvement in scientific argumentation skills was reflected in the average pre-test score of 64, which increased to 80 in the post-test. Specifically, the indicators of scientific argumentation showed improvement: claims increased from 62.9% to 75.4%, data from 66.3% to 84%, warrants from 67.8% to 82.1%, and backings from 68.4% to 79.4%. The increase in scientific argumentation scores from pre-test to post-test indicates that the developed teaching module was effective in helping students hone their argumentative skills. However, the ability to formulate claims and backings still requires reinforcement, as they demand a more complex understanding. Nevertheless, this improvement suggests that the differentiated teaching module created and implemented can strengthen students' scientific argumentation skills in understanding chemical bonding material, making it recommended for broader application, especially in science education.
Epistemic Agency as a Mediator in Dual-Path Learning: Insights from Indonesian Chemistry Classrooms Abas, Ramona Nintias R.; Musa, Weny J.A.; Laliyo, Lukman Abdul Rauf; Pikoli, Masrid; Kilo, Akram La
Jambura Journal of Educational Chemistry Vol 8, No 1 (2026): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i1.34366

Abstract

This study investigates the mediating role of epistemic agency in the relationship between students’ perceptions of constructivist learning environments and their conceptual understanding in Indonesian chemistry classrooms. A sequential explanatory mixed-methods design was employed, integrating quantitative and qualitative approaches. In the quantitative phase, data were collected from 712 high school students across five schools using an adapted Constructivist Learning Environment Survey (CLES) and a three-tier diagnostic chemistry test. Rasch modeling confirmed the strong psychometric properties of the adapted CLES, while structural equation modeling (SEM) revealed that epistemic agency significantly mediated the relationship between classroom environment perceptions and conceptual understanding. In the qualitative phase, thematic analysis of interviews with 12 selected students uncovered three dominant themes contributing to misconceptions: limited dialogic space, lack of contextualization, and teacher-dominated instruction. The integration of both data strands demonstrates that epistemic agency is not only influenced by pedagogical practices but also shaped by cultural norms. These findings extend the dual-path learning framework by embedding agency as a key mechanism for conceptual change. Pedagogically, the results underscore the need for dialogic, student-centered learning environments that promote active participation and reduce misconceptions. Policy-wise, the findings align with the OECD Learning Compass 2030 and Indonesia’s Merdeka Belajar curriculum, emphasizing the importance of agency-oriented strategies in achieving global education standards.
Two-Tier Diagnostics for Evaluating Submicroscopic Representations in Stoichiometry Azzajjad, Muhammad Fath; Ahmar, Dewi Satria; Kilo, Ahmad Kadir
Jambura Journal of Educational Chemistry Vol 8, No 1 (2026): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i1.36488

Abstract

Stoichiometry is a fundamental concept in chemistry that requires students to coordinate symbolic calculations with submicroscopic representations of particles and reactions. However, previous studies consistently show that students often rely on algorithmic procedures without developing coherent particle-level reasoning, leading to persistent misconceptions. This representational gap remains a major challenge in Basic Chemistry instruction. Therefore, this study aimed to examine the effectiveness of audiovisual-supported Problem-Based Learning (PBL) in enhancing students’ submicroscopic representational ability in stoichiometry using a two-tier diagnostic approach. A quasi-experimental design with a posttest-only comparison was employed involving 33 undergraduate students enrolled in a Basic Chemistry course. Participants were divided into two groups with equivalent initial ability distributions: an experimental group receiving PBL integrated with audiovisual media (n = 16) and a control group receiving PBL without audiovisual support (n = 17). Students’ submicroscopic understanding was measured using a two-tier multiple-choice diagnostic test assessing both response accuracy and particle-level reasoning. Data were analyzed through descriptive statistics, diagnostic category profiling, and effect size estimation. The results reveal that the experimental group demonstrated substantially higher levels of coherent submicroscopic representation and significantly lower misconception rates than the control group. Learning gains were consistent across all stoichiometry subtopics, with particularly strong effects observed in relational and inferential tasks such as particle ratio interpretation and limiting-reactant reasoning (Cohen’s d = 1.41). These findings indicate that audiovisual-supported PBL effectively facilitates students’ transition from procedural problem solving to meaningful particle-level understanding. The study underscores the importance of integrating representationally rich instructional media and diagnostic assessments to promote deeper conceptual learning in stoichiometry and chemistry education.
A Literature Review on Learning Innovations in Atomic Structure Materials Hakim, Fachri; Dewi, Evril Suherni; Irfah, Adilah; Iffah, Hafidhoh Kamalatul
Jambura Journal of Educational Chemistry Vol 8, No 1 (2026): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i1.33355

Abstract

The issue lies in the difficulty students face in understanding abstract chemistry concepts, particularly atomic structure. Traditional teacher-centered approaches, with limited use of technology and innovation, lead to low student motivation, reduced interest in learning, and suboptimal comprehension of key concepts.This study aims to provide an overview of new learning strategies in the topic of atomic structure in chemistry learning. The research method used is a study literature review through a website using the google scholar database and the Publish or Perish application. This research technique uses qualitative analysis with a focus on data obtained from journals regarding learning innovations presented in the form of tables and narratives. The results of the study show that journal publications on chemistry learning innovations tend to increase, especially in 2019. The level of accreditation varies, with most indexed at sinta levels 3 and 4. The types of learning innovations found include learning media, learning models and learning methods. Innovation in learning media is the main focus, followed by learning models and methods. This review reveals that the most effective chemistry learning innovations involve learning media such as digital modules, interactive multimedia, and virtual laboratories, supported by problem-based and inquiry-based learning models, which enhance interactivity, clarity, efficiency, and student learning outcomes while promoting sustainability in chemistry education.
Development of Learning Videos on the Atomic Model Concepts Based on Multilevel Representation Islami, Agustina Amalia; Gunawan, Rony; Erika, Farah; Rahmadani, Agung; Sukemi, Sukemi
Jambura Journal of Educational Chemistry Vol 8, No 1 (2026): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i1.36535

Abstract

This study was motivated by difficulties in learning complex and abstract concepts in atomic model development, while commonly used learning videos still provide limited representation, reducing students’ ability to connect concepts with real phenomena. This study aims to develop a multilevel representation-based learning video on atomic model development and to examine its validity, practicality, and effectiveness using a research and development approach involving planning, production, and evaluation stages. The subjects in this study included 2 media experts, 2 material experts, 1 chemistry teacher, and 60 tenth-grade students from classes X-5 and X-6 at SMAN 14 Samarinda. Product validity was assessed by experts, practicality was measured through teacher and student questionnaires and activity observations, and effectiveness was analyzed by comparing pretest and posttest results quantitatively. The results show very high validity, with material expert validation reaching 100% and an average media expert score of 99.25%. Teacher practicality was categorized as very practical, with questionnaire and observation scores of 96.67% and 98.33%, while student practicality scores reached 82% and 81.7%, categorized as practical. The effectiveness of the media was demonstrated by an N-gain value of 0.56 (moderate) and an effect size of 4.94 (very strong), supported by positive student responses with ease of understanding scoring of 82.17% and learning interest of 86.33% (excellent category), while learning activity (79.66%) and media practicality and features (79.83%) fell into the good category. These findings confirm that multilevel representation-based learning videos effectively enhance students’ understanding of atomic model development.

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