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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 193 Documents
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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.
Effectiveness of the Nearpod Platform within the Discovery Learning Model to Enhance Students’ Learning Motivation and Learning Outcomes on Reaction Rate Topic Anandita, Nihla; Herawati, Netti; Djangi, Muhammad Jasri
Jambura Journal of Educational Chemistry Vol 7, No 2 (2025): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v7i2.33005

Abstract

This study aims to evaluate the effectiveness of nearpod platform integrated within the discovery learning model in enhancing students' motivation and learning outcomes in reaction rate material. The research employs a pre-experimental one-group pretest-posttest design. The subjects were 39 students of class XI KIMIA 3 at SMA Negeri 9 Makassar. Data were collected through pretests and posttests. The motivation and learning outcomes data were analyzed descriptively and inferentially. Descriptive analysis was performed using N-gain, which revealed an average N-gain of 0.35 (moderate) for motivation and 0.72 (high) for learning outcomes. Inferential analysis for the motivation data was conducted using the Wilcoxon Signed-Rank Test. The results indicated Z observed value = 2.04 and Z critical value of 1.65, that leading to the rejection of H₀ and acceptance of H₁. inferential analysis for learning outcomes was performed using a one-sample t-test. The results showed t observed value = 21 and t critical value = 1.68, leading to the rejection of H₀ and acceptance of H₁. Based on the data analysis, it can be concluded that the platform nearpod is effective in enhancing the motivation and learning outcomes of students.
The Effect of Using The PBL (Problem Based Learning) Learning Model Assisted by ChatGPT on Student Learning Outcomes in The Reaction Rate Material Aisyah, Sifa Nurul; Sihaloho, Mangara; Tangio, Julhim S.; Lukum, Astin; Munandar, Haris; Thayban, Thayban; Kurniawati, Erga
Jambura Journal of Educational Chemistry Vol 7, No 2 (2025): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v7i2.33888

Abstract

Despite the importance of understanding reaction rate concepts in chemistry, students often struggle with abstract content and low engagement in traditional learning settings. Conventional teaching methods tend to emphasize rote memorization, limiting opportunities for critical thinking and problem-solving. This study investigated the influence of ChatGPT-assisted Problem-Based Learning (PBL) on students’ learning outcomes in reaction rate material. A quasi-experimental design with a non-equivalent control group was employed, involving two Class XI groups at SMA Negeri 1 Kabila: XI A as the experimental group (using ChatGPT-assisted PBL) and XI B as the control group (receiving conventional instruction). Learning outcomes were measured using an essay test aligned with cognitive indicators. Results showed greater improvement in the experimental group, with a posttest average of 78.68 compared to 69.23 in the control group. Independent sample t-test analysis revealed a significant difference between groups (p = 0.001 < 0.05), and the N-Gain score indicated a higher improvement category in the experimental class. These findings suggest that integrating ChatGPT into PBL enhances students’ understanding of reaction rate concepts and supports more effective learning, highlighting the potential of AI-assisted strategies in chemistry education.
Effectiveness of the Conceptual Understanding Procedures (CUPS) Learning Model on Students' Higher-Order Thinking Skills in Basic Chemical Law Material Pinangi, Dea; Sihaloho, Mangara; Kurniawati, Erga; Musa, Weny A; Munandar, Haris; Tangio, Julhim S; Kunusa, Wiwin Rewini
Jambura Journal of Educational Chemistry Vol 7, No 2 (2025): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v7i2.33884

Abstract

Students’ higher-order thinking skills in chemistry remain low due to the dominance of conventional teaching methods. This study aimed to investigate the effect of the CUPS (Conceptual Understanding Procedures) learning model on students’ higher-order thinking skills in the topic of basic laws of chemistry. Using a quasi-experimental design with a pretest-posttest control group, two classes of 28 students each from SMAN 1 Suwawa were selected as the experimental (CUPS-based learning) and control (conventional learning) groups. Data were analyzed using independent sample t-test. Results showed a greater improvement in the experimental class (pretest = 61, posttest = 79) compared to the control class (pretest = 39, posttest = 64). A significant difference was found between the groups (p = 0.001 < 0.05), leading to the rejection of the null hypothesis. These findings indicate that the CUPS learning model positively enhances students’ higher-order thinking skills, suggesting its potential for improving chemistry education
The Effect of STEM Integrated Project Based Learning Model on Students' Collaboration Skills in Atomic Structure Haleda, Padria; Isa, Ishak; Munandar, Haris; Bialangi, Nurhayati; Tangio, Julhim S; Thayban, Thayban; Kurniawati, Erga
Jambura Journal of Educational Chemistry Vol 7, No 2 (2025): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v7i2.33896

Abstract

The objective of this research is to investigate the influence of the Project-Based Learning (PjBL) model, when integrated with the STEM approach, on students’ collaborative abilities in the topic of atomic structure. The study is motivated by the persistent issue of low collaboration levels among chemistry learners, particularly when dealing with abstract subject matter. Employing a quantitative methodology with a quasi-experimental design—specifically the Non-Equivalent Control Group Design—the research was conducted with two tenth-grade classes at SMA Negeri 1 Suwawa, designating one as the experimental group and the other as the control group. Data were gathered through observation sheets that measured five aspects of collaboration: cooperation, responsibility, communication, adaptability, and compromise. The findings revealed a notable enhancement in collaborative skills within the experimental class following the application of the STEM-integrated PjBL model. The average final observation score for this group reached 76%, surpassing the control group’s 61%. The N-Gain score for the experimental group fell within the medium category (0.48), whereas the control group’s score was classified as low (0.17). Improvements were recorded across all collaboration indicators. Overall, the results suggest that the STEM-integrated PjBL model is effective in fostering collaboration skills and can be recommended as an alternative instructional approach for other chemistry topics to advance 21st-century skill development.
The Effect of Integrated Chemoentrepreneurship-Based Malapat Village Ethnochemistry on Students' Entrepreneurial Interests Taher, Tamrin; Abdurrazak, Nindi Arista; Ruslan, Marlina
Jambura Journal of Educational Chemistry Vol 7, No 2 (2025): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v7i2.30657

Abstract

One of the reasons why high school and vocational school graduates are the highest contributors to the open unemployment rate is the lack of job opportunities that match their level of education and the lack of skills for alternative jobs, for example entrepreneurship. This research aims to ; (1) Integrate approach chemoentrepreneurship with Village ethnochemistry Malapat in chemistry learning , (2) Knowing what is what there is difference interest entrepreneurship student after taught with the integrated chemoentrepreneurship approach of ethnochemistry in Malapat Village . This study uses a preexperimental design method through one group pretest-post-test design . The subjects of the study were 24 students of class XI of SMA Negeri 25 Halmahera Selatan. Data collection through an entrepreneurial interest instrument consisting of 17 items. Data analysis using descriptive statistics ( paired test ). The findings of the study indicate that the integrated chemoentrepreneurship approach of ethnochemistry in Malapat Village can be implemented using the Project Based Learning model with the following steps; 1) Identifying and determining a local culture-based product manufacturing project, 2) Planning the product manufacturing steps including analysis of materials and costs required, 3) Compile timetable product making, 4) Monitoring the implementation of product making, 5) Making reports and business plans for the products produced, 6) evaluating the products produced. The paired test showed a significance of pre-test and post-test of 0.026 which indicated that there was a difference in students' interest in entrepreneurship before and after participating in learning
Analysis of Students' Level of Understanding of Hydrocarbon Concepts Using a Three-Level Diagnostic Multiple-Choice Approach Olii, Marsya Divya; Bialangi, Nurhayati; Tangio, Julhim S; Sihaloho, Mangara; Kurniawati, Erga
Jambura Journal of Educational Chemistry Vol 7, No 2 (2025): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v7i2.33603

Abstract

This research aims to determine students' conceptual understanding ability of hydrocarbon material using a three-tier multiple-choice diagnostic test instrument. The research was conducted at SMA Negeri 2 Wonosari using a descriptive qualitative approach. The research was carried out in the even semester of the 2024/2025 academic year. The research subjects were the students of class XI B at SMA Negeri 2 Wonosari, with a sample size of 28 students. The instrument used consisted of 15 three-tier multiple-choice questions covering answers, reasoning, and the student's confidence levels. The validity and reliability of the instrument were tested through expert analysis and empirical testing using the Rasch model. Data collection was carried out using the three-tier multiple-choice test. After obtaining the students' responses, the answers were analyzed and categorized based on conceptual understanding levels: Understanding the Concept (UC), Negative Misconception (NM), Positive Misconception (PM), and Not Understanding the Concept (NUC). The results indicate that the average percentage of conceptual understanding was 29.05%, categorized as low; negative misconceptions were 23.10%, also categorized as low; postitive misconceptions were 10.24% categorized as very low; and not understanding the conceptions 37.62%, categorized as low. In conclusion, students of class XI B at SMA Negeri 2 Wonosari showed the lowest average level of conceptual understanding compared to those experiencing misconceptions or lacking scientific understanding of the concept.
Development of Teaching Modules Based on Problem Based Learning Integrated with Scientific Literacy on Acid Base Material Septiana, Ilham; Aisyah, Ratna Sari Siti; Fatmasari, Nela
Jambura Journal of Educational Chemistry Vol 7, No 2 (2025): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v7i2.30460

Abstract

Scientific literacy in Indonesia is not yet a major concern, this is proven by data from the Program for International Student Assessment (PISA) which shows that Indonesia's scientific literacy ranking is in 71st position out of 77 countries. The Problem Based Learning (PBL) model is a learning model that can improve students' scientific literacy skills in explaining problems in everyday life, including those related to acids and bases, based on scientific data. The PBL model is suitable for application in an independent curriculum. One of the problems faced by educators in the independent curriculum is a lack of understanding in compiling teaching modules. The aim of this research is to develop a teaching module based on problem-based learning integrated with scientific literacy in acid-base material. This research is research and development research with the ADDIE model (analysis, design, development, implementation, evaluation). Data collection techniques used validation tests from material experts, media experts and limited trials on 30 students. Analysis of validation data using the Aiken's formula with a V table value of 0.79. The research results show that the Vcount value ≥ Vtable, the material validation Vcount value is 0.88, while the media validation value is 0.90 so it can be declared valid. The limited trial for students obtained a percentage score of 91.18% in the "very good" category. Based on the research results, the teaching module developed was declared valid and suitable for use as a learning tool
Instagram-Based Learning Media on The Subject Chemistry in Our Environment Rengganis, Ajeng Ayu; Apriani, Nur; Sukemi, Sukemi; Kusumaningtyas, Pintaka
Jambura Journal of Educational Chemistry Vol 7, No 2 (2025): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v7i2.31883

Abstract

The appropriate use of learning media is essential as a tool to help students explore and enhance their understanding. In line with the advancement of time and technology, the learning process and access to information are no longer limited to what is provided by the teacher but can also be obtained from various sources, including social media. Therefore, this study aims to develop Instagram-based learning media as a self-learning resource for students. This media covers the topic “Chemistry in Our Environment”. The type of research used in this study is design and development based on the Richey and Klein model, which includes three stages: planning, production, and evaluation. This study resulted in the development of Instagram-based learning media on the subject Chemistry in Our Environment, which has been tested for its validity. The media contains learning outcomes, learning objectives, meaningful understanding, guiding questions, and learning materials presented on the Instagram account @belmiaclass. The validity test results indicate that this Instagram-based learning media is highly valid, with a score of 93% for content aspects and 100% for media aspects. Therefore, the media can proceed to the next stages, namely practicality testing and effectiveness testing.
The Effect of the STAD Cooperative Learning Model on Student Learning Outcomes in Reaction Rate Material Mehar, Siti Zharifah Najla; Bahriah, Evi Sapinatul
Jambura Journal of Educational Chemistry Vol 7, No 2 (2025): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v7i2.31256

Abstract

The purpose of this research is to examine how student learning outcomes in reaction rate material are impacted by the Student Teams Achievement Division (STAD) cooperative learning model. The study used a quasi-experimental method with a posttest only nonequivalent control group design. Purposively, the sample was chosen, with 30 students in each of the two classes, XI SAINKES 4 as the experimental class and XI SAINKES 1 as the control class. Student Worksheets (LKPD) and twenty multiple choice post-test questions were among the tools utilized. Data were collected through written tests and documentation, then analyzed using normality tests, homogeneity tests, and hypothesis tests with independent sample t-tests using IBM SPSS Statistics 26. According to the findings, the experimental class’s average post-test score was 74, whereas the control class’s was 55,67. The hypothesis test showed a Sig. (2-tailed) value of 0,000 (p < 0,05), so the alternative hypothesis was accepted. Thus, student learning outcomes in reaction rate material were significantly impacted by the use of the STAD cooperative learning model.

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