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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 224 Documents
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A Systematic Literature Review of Problem-Based Learning in Chemistry Education: Advancing Critical Thinking and Motivation Ira Nurpialawati; Das Salirawati
Jambura Journal of Educational Chemistry Vol 8, No 2 (2026): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i2.40137

Abstract

This systematic review evaluates the directional trends, pedagogical benefits, and execution challenges of Problem-Based Learning (PBL) within chemistry education over the past five years, emphasizing its impact on student motivation and critical thinking. Operating via a Systematic Literature Review (SLR) anchored in the PRISMA framework, this study synthesizes recent empirical data. The findings reveal a pronounced upward trajectory in PBL adoption, particularly accelerating after 2020. Empirically, the model consistently advances critical thinking, analytical reasoning, problem-solving, and scientific argumentation, while concurrently elevating academic achievement and laboratory performance. It also refines student research skills, scientific attitudes, and creative thinking. Concurrently, PBL substantially amplifies learning motivation, evidenced by heightened student interest, engagement, positive attitudes, and readiness. However, certain cases show that advancements in motivation and problem-solving do not always significantly surpass alternative instructional methods, highlighting the influence of contextual variables. Practically, implementation frequently relies on innovative modules like E-LKPD and e-modules, collaborative frameworks, technology, and structured scaffolding. Conversely, prominent challenges persist, including scarce target materials, varying facilitator capacity, learner resistance, and resource limitations. By consolidating empirical insights into how PBL mediates critical thinking and motivational growth, this inquiry enriches constructivist theory in chemistry pedagogy and delivers an integrative model for 21st-century education. While PBL remains a valuable pedagogical strategy, its successful deployment necessitates sustained professional development for educators alongside deeper exploration into its interplay with student learning styles and technology integration across diverse contexts.
Contextual-Based Teaching Materials: Solid Bioethanol Producing from Rice-Washing Wastewater Indriani Agustin; Sjaeful Anwar; Qonita Mu'minah
Jambura Journal of Educational Chemistry Vol 8, No 2 (2026): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i2.40025

Abstract

Providing contextual chemistry teaching materials remains a challenge, given that currently available textbooks still do little to connect the material to real life. This study aims to develop instructional materials on alcohol compounds in the context of producing solid bioethanol from rice-washing wastewater using the 4STMD method. The research method used was Developmental Research (DR), which consists of three stages: design, development, and evaluation. The participants involved in this study were 67 twelfth grade high school students in Bandung for the characterization test and 62 students for the comprehension test, as well as a feasibility test involving 5 high school chemistry teachers. The development process began with the design stage, which produced a preliminary draft of the instructional materials. Next, during the development stage the 4STMD instructional material development method was used, a selection process was conducted, resulting in 2 Learning Objectives and 12 Concept Labels based on 8 textbooks. From this stage, the characterization process identified 6 texts categorized as difficult, which were then subjected to didactic reduction through the use of explanations in the form of images and symbols, sentence reformulation, and omission. In the evaluation stage, the results of the instructional material feasibility test showed a “highly feasible” rating of 89.76%, and the results of the student comprehension test indicated that the instructional material had a high level of comprehension at 90.9%, placing it in the “self-directed learning material” category.
Visualization Technology in High School Chemistry: A Systematic Review on Representations and Pedagogical Strategies Rahma Tia; Hari Sutrisno
Jambura Journal of Educational Chemistry Vol 8, No 2 (2026): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i2.39223

Abstract

The basic concept of chemistry which can’t be seen or touched poses a major cognitive challenge at the secondary school level, making the integration of digital visualization technologies essential for facilitating students' understanding of chemical representations. This study aims to analyze emerging trends in digital visualization technologies and identify the pedagogical strategies most prominently employed to support the development of chemical representational competence. A Systematic Literature Review (SLR) was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol, analyzing 27 articles retrieved from the Scopus, ERIC, and Springer databases published between 2015 and 2025. The findings indicate that interactive simulations and computer-based visualization tools represent the dominant digital visualization technology trend, primarily supporting an integrated representation pattern that connects the macroscopic, sub-microscopic, and symbolic levels. Analysis of learning strategies revealed six principal categories, with Inquiry & Discovery Learning as the most frequently integrated model (25.9%), followed by Computational & Multimedia Learning (18.5%) and Model-Based Learning (14.8%). These findings suggest that the effectiveness of digital visualization technologies in chemistry education is contingent upon its strategic integration within active pedagogical designs that position students as active participants in constructing conceptual understanding through scientific inquiry.
The Effect of STEM-Based Project-Based Learning (PjBL) on Students’ Scientific Thinking Skills in Reaction Rate Yuliana Pariyonga; Weny J.A Musa; Thayban Thayban; Lukman Abdul Rauf Laliyo; La Alio
Jambura Journal of Educational Chemistry Vol 8, No 2 (2026): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i2.38737

Abstract

Reaction rate is one of the most complex topics in chemistry and remains difficult for students to understand. This condition highlights the need for more effective instructional approaches to enhance students' scientific thinking skills.This study was conducted to analyze the effect of implementing the STEM-based Project-Based Learning (PjBL) model on the scientific thinking skills of Grade XII students in the topic of reaction rates. The research employed a quasi-experimental method using a non-equivalent control group design involving 52 students divided into an experimental class and a control class. The research instrument consisted of nine essay questions with a high level of reliability, as indicated by a Cronbach’s Alpha value of 0.740. The findings revealed that the implementation of the STEM-based PjBL model significantly enhanced students’ scientific thinking skills. This improvement was evident across all indicators measured in the experimental class, including the logical indicator, which reached 75.9%, the analytical indicator at 68.1%, the systematic indicator at 59.1%, the deductive indicator at 59.9%, and the inductive indicator, which increased to 68.1%. Furthermore, the effect size analysis yielded a score of 1.632, which falls into the very large category. Therefore, it can be concluded that the implementation of the STEM-based Project-Based Learning (PjBL) model had a very strong effect on improving students’ scientific thinking skills.
Development of Socio-Scientific Issue (SSI)-Based Student Worksheets on Green Chemistry within the Gold Mining Context to Enhance Students' Attitude toward Environment Fatchiyatun Ni'mah; Abudarin Abudarin; I Made Sadiana; Maya Mustika; Triliyansi Triliyansi; Adimetha Diraja Tangkasiang; Faisal Faisal
Jambura Journal of Educational Chemistry Vol 8, No 2 (2026): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i2.38380

Abstract

Global demands for more responsible and sustainable mining practices make understanding environmentally friendly gold mining operations increasingly crucial. This context is particularly relevant in Gunung Mas Regency, Central Kalimantan, where small-scale gold mining practices have triggered socio-economic dilemmas between financial gains for the community and serious risks to the environment (mercury pollution) and health. This issue highlights the need for educational interventions that can bridge the concepts of chemistry with real socio-scientific issues (SSI). This study aims to develop a feasible, practical, and effective SSI-based Student Worksheet for Green Chemistry topic. The research method used was Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The SSI-based Student Worksheet was developed to encourage active learning, critical thinking, and student team collaboration in investigating and solving mining problems. A purposive sampling technique was applied to select one out of six tenth grade science classes at MA N 1 Sepang. The selected class, consisting of 20 Tenth-Grade Science students, was involved in the evaluation process, assessing the effectiveness of the product after its implementation in the class. The findings demonstrated that the developed SSI-based worksheet was highly feasible (teacher assessment average of 3,60) and highly practical for classroom use (student response rate of 87,68%). Furthermore, descriptive analysis revealed a positive shift in students' affective domain, characterized by the complete elimination of the 'Not enough' environmental attitude category and an increase in the proportion of students reaching 'Good' categories. In conclusion, while the SSI-based student worksheet was proven to be highly feasible and highly practical tool for enhancing students’ attitude toward environment, its effect on students' long-term environmental attitudes remains relatively limited. This suggests that short-term interventions are insufficient to permanently change deep-rooted perspectives, and further comprehensive, long-term educational strategies are required.
An Analysis of Chemistry Practical Obstacles in Supporting Deep Learning at SMAN 5 Tangerang Selatan Nadia Ayu Fania; Buchori Muslim
Jambura Journal of Educational Chemistry Vol 8, No 2 (2026): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i2.39534

Abstract

Chemistry laboratory sessions play an important role in supporting deep learning because they provide students with opportunities to construct knowledge through hands-on experiences, reflection, and contextual problem-solving activities. However, despite their importance, the implementation of chemistry laboratory sessions in schools still faces various challenges, and research examining their role in supporting deep learning remains limited. This study aims to analyze the implementation of chemistry practicum and identify the obstacles encountered in supporting deep learning at SMAN 5 Tangerang Selatan. This study employed a quantitative descriptive method using questionnaires, observations, and interviews. The participants consisted of 89 eleventh-grade students and chemistry teachers. The aspects analyzed included laboratory facilities and infrastructure, students’ interest in practicum, practicum implementation time, preparation and implementation of practicum activities, practicum reports, teachers’ ability to explain practicum activities, practicum topics, and the characteristics of deep learning-based practicum modules. The results showed that the overall implementation of chemistry practicum in supporting deep learning was in the good category. The highest percentage was found in the teacher’s ability to explain practicum activities (82.47%). Meanwhile, the lowest percentage was found in laboratory facilities and infrastructure (57.41%). The interview findings revealed that chemistry practicum supported mindful, meaningful, and joyful learning through students’ active participation in experimentation, discussion, and reflection activities. Nevertheless, limited laboratory facilities, low practicum intensity, and insufficiently contextual practicum modules gave significant challenges. These findings suggest the need to improve the laboratory facilities and develop more contextual practicum modules to optimize the implementation of deep learning in chemistry education.
Problem Based Learning Model to Improve Analytical Thinking Skills of Grade XI Senior High School Students Sri Rahmawati Dukalang; Astin Lukum; Julhim S Tangio; Mangara Sihaloho; Wiwin Rewini Kunusa
Jambura Journal of Educational Chemistry Vol 8, No 2 (2026): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i2.39030

Abstract

Thermochemistry remains one of the most challenging topics in senior high school chemistry because students are required to understand abstract concepts, perform quantitative reasoning, and connect chemical phenomena with real-life contexts. However, students’ analytical thinking skills in thermochemistry are often still limited, particularly in differentiating, organizing, and attributing information during problem-solving activities. This study aimed to examine the effect of the Problem Based Learning model on improving Grade XI students’ analytical thinking skills in thermochemistry. The research employed a quasi-experimental method with a non-equivalent control group pretest-posttest design. The study was conducted at SMA Negeri 1 Kabila during the first semester of the 2025/2026 academic year, involving 49 students divided into an experimental class taught using Problem Based Learning and a control class taught using conventional instruction. Data were collected using a nine-item essay test and analyzed through normality, homogeneity, independent-samples t-test, and N-Gain analysis. The results showed that the data were normally distributed and homogeneous. The independent-samples t-test indicated a significant difference between the two classes, with tcount = 4.055 exceeding ttable = 1.678. The N-Gain results also showed that the experimental class achieved higher improvement across all analytical thinking indicators than the control class. These findings imply that Problem Based Learning is an effective instructional model for strengthening students’ analytical thinking skills in thermochemistry.
The Effect of Flipped Classroom Assisted by Edpuzzle and PhET Simulation on Students’ Critical Thinking Skills in Electrochemistry Fitriyanti Ahmad; Masrid Pikoli; Erni Mohamad; Mangara Sihaloho; Thayban Thayban; Erga Kurniawati; La Alio
Jambura Journal of Educational Chemistry Vol 8, No 2 (2026): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i2.38902

Abstract

Students’ critical thinking skills, particularly in electrochemistry, remain low because instruction tends to be teacher-centered and makes insufficient use of interactive technology. In addition, studies investigating the use of the flipped classroom approach assisted by Edpuzzle and PhET simulations in electrochemistry learning remain scarce. Therefore, this research was conducted to examine the impact of applying a flipped classroom model integrated with Edpuzzle and PhET simulations on students’ critical thinking skills. The study used a quasi-experimental method with a non-equivalent control group design. The research sample consisted of 12th-grade students at SMA Negeri 2 Limboto, selected through purposive sampling. The research instrument consisted of a 10-item essay test that was valid and reliable, with a Cronbach’s Alpha value of 0.814. The results showed that the average critical thinking ability of students in the experimental class increased from 29.17 to 74.26, with an N-Gain value of 0.63, classified as moderate. The Wilcoxon Signed-Rank test showed a significant difference between the pretest and posttest in both classes (p < 0.05), while the Mann–Whitney U test showed no significant difference in the pretest (p = 0.060 > 0.05), but a significant difference in the posttest (p < 0.05). Thus, the flipped classroom model supported by Edpuzzle and PhET simulations can serve as an alternative learning approach to enhance students’ critical thinking skills in electrochemistry.
Analysis of Thermochemistry Concept Understanding of Grade XI Students Based on the Consistency of Students’ Answers Using the Parallel Three-Tier Diagnostic Test Friskawati Arkani; Mangara Sihaloho; Nita Suleman; Lukman Abdul Rauf Laliyo; Netty Ino Ischak
Jambura Journal of Educational Chemistry Vol 8, No 2 (2026): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i2.39096

Abstract

Thermochemistry is frequently regarded as difficult because students must connect observable heat phenomena, particle-level energy changes, and symbolic enthalpy calculations. This study aimed to analyze students’ thermochemistry concept understanding based on the consistency of their answers using a parallel three-tier diagnostic test. The research used a descriptive qualitative approach at SMA Negeri 1 Kabila during the odd semester of the 2025/2026 academic year. The subjects were 135 grade XI students. The instrument consisted of 20 parallel three-tier multiple-choice items arranged in 10 pairs that measured the same concepts through answer choices, reasoning choices, and confidence levels. Instrument quality was examined through expert validation and empirical testing using the Rasch model. The data were analyzed by calculating answer consistency and classifying students into knowing concept, misconception 1, misconception 2, misconception 3, and not understanding concept categories. The results showed that the average consistency of students’ concept understanding was only 29.48%, whereas inconsistency reached 70.52%. The average knowing concept category was 51.19%, followed by misconception 1 at 11.19%, misconception 2 at 16.84%, misconception 3 at 10.04%, and not understanding concept at 10.85%. These findings indicate that students’ thermochemistry understanding was not yet stable, especially for Hess law, calorimetry, and bond energy concepts.
Enhancing Students' Conceptual Understanding of Hess's Law Through a Discovery Learning Model Integrated with a Simulator and Worksheets Nopiyanti Nopiyanti; Gun Gun Gumilar; Heli Siti Halimatul Munawaroh; Ijang Rohman; Muhammad Nurul Hana; Miarti Khikmatun Nais
Jambura Journal of Educational Chemistry Vol 8, No 2 (2026): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i2.40151

Abstract

This study addresses the limited integration of Discovery Learning, a Hess’s Law Enthalpy Change Determination Simulator, and student worksheets (LKM). These components have generally been implemented separately or in different combinations in previous studies, and simulation-based learning in Hess’s Law remains limited. The study aimed to examine students’ conceptual understanding of Hess’s Law, both overall and across specific learning objectives, after implementing the Discovery Learning model integrated with a Hess’s Law Enthalpy Change Determination Simulator and student worksheets. The research employed a pre-experimental one-group pretest–posttest design involving 29 senior high school students. Data from the conceptual understanding test were analyzed using descriptive and inferential statistics. The paired-sample t-test revealed a statistically significant improvement from 35.06 to 63.22 (t= −8.11, p < 0.001). At the level of specific learning objectives, the Wilcoxon signed-rank test showed that students achieved greater gains in inferring Hess’s Law from comparisons of reaction pathways than in determining enthalpy change based on Hess’s Law. These findings indicate that the instructional approach was associated with improved conceptual understanding of Hess’s Law. This study suggests that integrating Discovery Learning with a Hess’s Law Enthalpy Change Determination Simulator and structured worksheets may support students’ conceptual understanding of Hess’s Law and serve as a practical instructional strategy in chemistry education.

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