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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.
Arjuna Subject : -
Articles 224 Documents
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Integration of Augmented Reality in Chemistry Education to Enhance Students' Science Literacy: A Systematic Literature Review Putra Yoga Nugraha; Novi Dwi Jayanti; Novita Lestari; Zahrani Sofira Rahman; Muhfidah Lutfia Ulfa; Farah Erika
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.v8i2.38676

Abstract

Indonesia's persistently low science literacy scores in the 2022 PISA assessment highlight the urgent need for innovative approaches in chemistry education, one of which involves the integration of Augmented Reality (AR). This study aimed to systematically examine the effectiveness of AR integration in chemistry learning in improving students' science literacy through a systematic literature review (SLR) guided by the PRISMA framework. Literature searches were conducted across Scopus and Google Scholar databases using Boolean operator-based keyword combinations, initially retrieving 2,122 articles. Following deduplication, title and abstract screening, and full-text eligibility assessment, 36 articles published between 2021 and 2026 met all inclusion criteria and were included in the final analysis. Findings revealed a significant upward publication trend, particularly in 2024–2025. Research and Development designs predominated (37.8%), with interactive 3D visualization as the most widely applied AR type (32.4%) primarily on Android platforms. Acid-base chemistry, molecular structure, and atomic structure were the most frequently investigated topics. Notably, 83.3% of the reviewed articles reported that AR significantly and positively impacted science literacy and related learning outcomes. Bibliometric analysis using VOSViewer confirmed a substantial research gap between AR, chemistry education, and science literacy. This review affirms that AR represents a promising and accessible technology for improving science literacy in chemistry learning, while identifying opportunities for future studies employing more rigorous experimental designs and standardized measurement instruments.
Analysis of Senior High School Students’ Misconceptions on Chemical Bonding Using a Three-Tier Diagnostic Test Nur Hairami Idrus; Masrid Pikoli; Erga Kurniawati; Julhim S. Tangio; Mangara Sihaloho; Thayban Thayban; Arviani Arviani; Siti Istiqomah Nggole
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.v8i2.37792

Abstract

This study aims to identify the forms and levels of students’ misconceptions on chemical bonding concepts among Grade XI students at MAN 1 Gorontalo City. The research employed a descriptive quantitative approach using a three-tier diagnostic multiple-choice test consisting of 15 items covering the subtopics of basic chemical bonding concepts, ionic bonding, covalent bonding, metallic bonding, Lewis structures, and intermolecular forces. The participants were 72 Grade XI students who had previously studied chemical bonding. Students’ responses were analyzed based on the combination of answers, reasoning, and confidence levels, and then categorized into five conceptual categories: understanding the concept (PK), misconception type 1 (MK1), misconception type 2 (MK2), misconception type 3 (MK3), and lack of concept understanding (TPK). The results show that students’ overall conceptual understanding was relatively high at 82.78%, while the overall level of misconceptions reached 12.97%. The highest misconception was found in the basic concept of chemical bonding (17.36%), followed by ionic bonding (9.72%), covalent bonding (6.48%), intermolecular forces (6.60%), Lewis structures (4.17%), and metallic bonding (3.47%). Among the misconception categories, MK1 was the most dominant (7.50%), followed by MK3 (3.06%) and MK2 (2.41%). These findings indicate that although most students demonstrate a good level of conceptual understanding, misconceptions remain present in several subtopics of chemical bonding. Therefore, instructional strategies that emphasize conceptual clarification and multiple chemical representations are needed to improve students’ understanding of chemical bonding concepts.
Analysis the Flexibility of ChatGPT Use in Chemistry Learning Among 12th Grade Students at Senior High School in Samarinda Frederich Pakaenoni; Usman Usman; Agung Rahmadani; Sudjanani Ulfa; Kevin Tiurma Dame
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.v8i2.37894

Abstract

The rapid development of artificial intelligence has influenced learning practices in chemistry, particularly through the use of ChatGPT as an adaptive learning tool. This study aims to explore how students interpret the flexibility of ChatGPT in supporting chemistry learning, focusing on flexibility of time, place, learning pace, interaction, and adaptation to individual needs. The study employed a qualitative research design with a phenomenological approach to capture students lived experiences in using ChatGPT during chemistry learning. Participants consisted of 122 twelfth grade students from SMAN 5 Samarinda and SMAK Sunodia Samarinda who actively used ChatGPT in their chemistry studies. Data were collected through open-ended questionnaires distributed via Google Forms. Data analysis followed the interactive qualitative analysis model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing or verification. The findings reveal that students perceive ChatGPT as a flexible learning facilitator that allows learning anytime and anywhere, supports self paced learning, enables repeated explanation without pressure, and provides dialogic and responsive interaction tailored to individual understanding levels. ChatGPT also helps students regulate their learning, maintain learning continuity, and create a psychologically safe learning environment. Overall, ChatGPT is interpreted not as a replacement for teachers, but as a complementary learning support that enhances student independence, self-regulated, and conceptual understanding in chemistry. These results highlight the potential role of ChatGPT in supporting adaptive, personalized, and student centered chemistry learning.
Enhancing Students’ Scientific Communication Skills in Electrochemistry through an Ethno-STEM–Based POE2WE Model Defliani Adam; Masrid Pikoli; Julhim S. Tangio; Wiwin Rewini Kunusa; Erga Kurniawati; Thayban Thayban
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.v8i2.37694

Abstract

Students' scientific communication skills in electrochemistry have not developed optimally because learning tends to emphasize cognitive aspects. This study aims to examine the effect of applying the Prediction, Observation, Explanation, Elaboration, Write, and Evaluation (POE2WE) learning model based on Ethno-STEM on scientific communication skills in electrochemistry. This study used a quasi-experimental method with a nonequivalent control group design involving 62 students from Suwawa 1 Public High School who were divided into an experimental group and a control group. The research instruments consisted of a test in the form of seven essay questions and non-test instruments to assess scientific communication skills during the learning process. The Mann-Whitney test results showed an Asymp. Sig. (2-tailed) value < 0.001, indicating a significant effect of the application of the Ethno-STEM-based POE2WE learning model on students' scientific communication skills. Based on the N-Gain calculation results, the scientific writing indicator was in the high category, while the information representation indicator was in the moderate category in the experimental group. In addition, the non-test assessment results showed an increase in students' scientific communication skills in three of the four indicators observed in each learning meeting.

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