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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 209 Documents
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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.
Effects of the Teams Games Tournament (TGT) Learning Model Assisted by Spinning Wheel Media on Students’ Learning Outcomes in Atomic Structure Lokollo, Lita; Utubira, Yeslia
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.v8i1.36598

Abstract

Atomic structure material is abstract and requires a strong conceptual understanding, so innovative learning models and media that actively engage students are needed. This study seeks to investigate the impact of the Teams Games Tournament (TGT) learning model, supported by spinning wheel media, on the learning outcomes of Grade X high school students in atomic structure. The study employed a quantitative approach using a quasi-experimental method with a pretest–posttest control group design. The research sample consisted of two classes, namely class X1 as the control class and X7 as the experimental class, each comprising 27 students. The collected data were analyzed using descriptive and inferential statistical techniques with SPSS. Analysis using the Mann–Whitney U test indicated a significance level of 0.046 (p < 0.05), confirming that the learning outcomes differed significantly between the experimental and control groups. Students in the experimental class, where the TGT model supported by spinning wheel media was applied, achieved higher learning outcomes compared to those in the control class using traditional teaching methods. Therefore, it can be determined that the Teams Games Tournament learning model supported by spinning wheel media results in a significant improvement in students’ learning outcomes in atomic structure and can serve as an innovative alternative in high school chemistry learning.
Enhancing Critical Thinking Skills Through STEM-Based Guided Inquiry on Reaction Rate Thayban, Thayban; Kurniawati, Erga; Munandar, Haris
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.v7i2.37428

Abstract

This study aimed to analyze the effect of implementing a STEM-based guided inquiry learning model on students’ critical thinking skills regarding reaction rates. Despite the increasing emphasis on critical thinking in science education, limited research has examined how integrated STEM-based instructional models affect students’ higher-order thinking skills specifically in abstract and conceptually demanding topics like reaction rates. This study addresses that gap by evaluating the effectiveness of such a model in a real classroom setting. The research employed a quasi-experimental method with a non-equivalent control group design. A total of sixty students from SMA Negeri 1 Bolaang-Uki were selected through purposive sampling. The research instrument consisted of ten essay questions covering critical thinking indicators, validated with a Cronbach’s Alpha of 0.706, indicating high reliability. The findings showed that the implementation of the STEM-based guided inquiry model significantly improved students’ critical thinking skills. The average pretest score of 10.68% increased to 31.40% in the posttest. Hypothesis testing using an independent-sample t-test resulted in a significance value of 0.000 (< 0.05) with t₍count₎ > t₍table₎ (29.709 > 1.671). Therefore, this study confirms that the STEM-based guided inquiry model is effective in enhancing students’ critical thinking skills in learning reaction rate concepts
The Effectiveness of a Tomini Bay Maritime-Contextualized E-Module on Reaction Rate in Improving Students’ Scientific Literacy Kurniawati, Erga; Thayban, Thayban; Munandar, Haris
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.v7i2.37429

Abstract

This study aimed to evaluate the effectiveness of a maritime-based e-module contextualized to Teluk Tomini in improving students’ scientific literacy on the topic of reaction rates at SMA Negeri 1 Suwawa. A quasi-experimental method employing a posttest-only control group design was utilized. The study involved an experimental group, which was instructed using the maritime-based e-module, and a control group, which received instruction through a conventional e-module. The findings indicate that students who learned using the Tomini Bay maritime-based e-module demonstrated significantly higher levels of scientific literacy compared to those who were taught using the conventional approach. The mean scientific literacy score of the experimental group reached 22.26, substantially exceeding that of the control group, which obtained a mean score of 11.56. Statistical analysis using One-Way ANOVA confirmed a significant difference between the two groups. The study concludes that the implementation of a maritime-based e-module is effective in enhancing students’ scientific literacy, increasing student engagement, and facilitating the comprehension of abstract concepts such as reaction rates. Furthermore, the module promotes awareness of local environmental sustainability, thereby integrating contextual relevance with scientific understanding.
Effects of POGIL and Verification Approaches on Students’ Cognitive Achievement in Reaction Rate: The Moderating Role of Scientific Reasoning Kurniawati, Erga; Thayban, Thayban; Munandar, Haris
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.v8i1.37519

Abstract

This study examined the effectiveness of the Process Oriented Guided Inquiry Learning (POGIL) approach in improving students’ conceptual understanding of reaction-rate concepts and investigated whether scientific reasoning skills moderate the effect of instructional model in a 2×2 factorial design. Forty-four tenth-grade science students from two intact classes were matched and categorized into high and low scientific reasoning groups. Conceptual understanding was measured using a two-tier diagnostic test, and assumptions for Two-Way ANOVA were verified before analysis. Results indicated a significant main effect of instructional model, with POGIL achieving higher scores than verification-based instruction (F = 20.385, p < 0.001, η² = 0.29). Scientific reasoning also significantly influenced outcomes (F = 7.328, p = 0.010, η² = 0.10). The interaction between instructional model and reasoning was not statistically significant (F = 2.559, p = 0.118), indicating that the interaction effect was not statistically significant in this sample. POGIL is theoretically expected to support integration of macroscopic, submicroscopic, and symbolic representations through guided inquiry and collaborative scaffolding. Limitations include the small sample size and quasi-experimental design. These findings highlight the potential of guided inquiry-oriented instruction to enhance conceptual understanding while emphasizing the role of reasoning skills, with cautious interpretation of non-significant interactions.
STEM-Integrated Problem-Based Learning as a Cognitively Aligned Framework for Enhancing Critical Thinking in Thermochemistry Condong, Dea Marsanda; Sihaloho, Mangara; Thayban, Thayban; Laliyo, Lukman Abdul Rauf; Musa, Weny J.A.; Kurniawati, Erga; Munandar, Haris; Nggole, Siti Istiqomah
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.v8i1.37514

Abstract

Developing students’ critical thinking skills remains a major challenge in chemistry education, particularly in thermochemistry, which requires conceptual, symbolic, and quantitative reasoning. While STEM-integrated problem-based learning (PBL–STEM) has gained increasing attention, limited studies have examined how this instructional approach aligns with the cognitive structure of critical thinking. This study investigated the effect of the PBL–STEM model on students’ critical thinking skills in thermochemistry. A quasi-experimental design involving 64 tenth-grade students was employed. Participants were selected using purposive sampling and assigned to an experimental group and a control group. Critical thinking skills were measured using a 20-item essay test based on Facione’s framework. The instrument demonstrated high reliability (Cronbach’s α = 0.915) and strong content validity (CVI = 0.93). Data were analyzed using an independent-samples t-test. Results showed a significant difference between groups (t = 4.997, p < 0.05), with the experimental group achieving higher mean scores (M = 80.80) than the control group (M = 65.38). The effect size (Cohen’s d = 1.25) indicates a large instructional impact. These findings suggest that STEM-integrated PBL provides a cognitively aligned framework for fostering critical thinking in chemistry learning.
Comparison of Science Process Skills of Students at SMAN 16 Samarinda Based on Gender Hutauruk, Kevin Jeremia; Erika, Farah; Sukemi, Sukemi; Muflihah, Muflihah; Watulingas, Maasje Catherine
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.v8i1.37496

Abstract

Science process skills (SPS) are essential competencies in chemistry learning that support development of scientific thinking and evidence-based problem solving. This study aimed to analyze differences in students' SPS based on gender in chemistry learning at a public senior high schools in Samarinda. The study used a retrospective comparative quantitative approach. The SPS data were collected by using documentation technique involving 65 SPS of eleventh grade students (31 males and 34 females) who programmed chemistry subject. SPS data were analyzed descriptively and inferentially using the Mann-Whitney U test (α = 0.05). The results showed that there was no significant difference in overall SPS between male and female students (p = 0.333) and in most indicators (p > 0.05), except for the observation indicator (p = 0.004), with female students having a slightly higher descriptive mean. These findings confirm that mastery of SPS is more influenced by the quality of the learning process than by gender factors, thus contributing empirically to the application of inclusive science learning oriented towards scientific activities.

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