cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota adm. jakarta timur,
Dki jakarta
INDONESIA
Jurnal Riset Pendidikan Kimia (JRPK)
Published by Universitas Negeri Jakarta
ISSN : 22525378     EISSN : 25978772     DOI : https://doi.org/10.21009/JRPK
Core Subject : Science, Education,
Chemistry Education
Jurnal Riset Pendidikan Kimia (JRPK) is the journal for teachers, researchers and other practitioners at all levels of chemistry education. It is published electronically two times a year.
Arjuna Subject : -
Articles 205 Documents
 17   18   19   20   21 
Analisis Pemahaman Konseptual Peserta Didik pada Materi Konsep Mol melalui Model Pembelajaran 5E (Engage, Explore, Explain, Elaborate, Evaluate) Esril Elen Ranna Qasimah; Tritiyatma Hadinugrahaningsih; Elma Suryani
Jurnal Riset Pendidikan Kimia (JRPK) Vol. 15 No. 2 (2025): Jurnal Riset Pendidikan Kimia (JRPK), Volume 15 Nomor 2 (2025)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JRPK.152.02

Abstract

This study aims to determine the description (profile) of students' conceptual understanding of the mole concept material through the 5E learning model (Engage, Explore, Explain, Elaborate, Evaluate This study uses a qualitative method. The research was conducted in the even semester of the 2024/2025 academic year in class X-E2 at SMA Negeri 36 Jakarta, involving 36 students. Data in this study were obtained from observation sheets, interviews, reflective journals, student worksheets, teacher notes, and summative tests of conceptual understanding based on the aspects of conceptual understanding according to Anderson and Krathwohl (2001). The 5E learning model consists of five stages, namely engagement, exploration, explanation, elaboration, and evaluation. The level of understanding possessed by students will be analyzed and grouped into four categories in the level of conceptual understanding adapted from Abraham, et.al (1992), namely understanding, lack of understanding, misconceptions, and not understanding. The results of the analysis of students' conceptual understanding show that most students are in the “understanding” category. The highest percentage for the “understanding” category is in the aspect of giving examples and concluding with a value of 100%. The lowest percentage for the “understanding” category is in the aspect of comparing with a value of 75.00%. So based on these data it can be concluded that the application of the 5E learning model can help students improve concept understanding on the material of the mole concept and increase the activeness of students in learning.
Penerapan Model Problem Based Learning untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Pada Materi Koloid di Kelas XI SMAS Hidayatullah Kendari Abdul Kahar; Fahyuddin; Muhammad Alim Marhadi
Jurnal Riset Pendidikan Kimia (JRPK) Vol. 15 No. 2 (2025): Jurnal Riset Pendidikan Kimia (JRPK), Volume 15 Nomor 2 (2025)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JRPK.152.01

Abstract

The research "Application of Problem Based Learning Model to Improve Students' Critical Thinking Skills on Colloid Material in Class XI SMAS Hidayatullah Kendari" improves students' critical thinking skills by applying problem based learning model to improve students' critical thinking skills on colloid material in class XI SMAS Hidayatullah Kendari on the main material of colloid, knowing the effectiveness of applying Problem Based Learning model on colloid material, knowing how students respond to Problem Based Learning model. The research method used is pre-experimental with One-Group Pretest-posttest design. Data collection techniques use pretest-posttest, observation sheets, and questionnaire sheets. The results of the study show that the learning outcomes of class XI SMAS Hidayatullah Kendari students who are taught using the Problem Based Learning model obtained an average value of 74.7. The contribution or influence of Problem Based Learning on improving students' critical thinking skills on Colloid material in class XI SMAS Hidayatullah Kendari can be seen from the R Square value in the Summary model table, appendix 13, which is 0.840 or 84%. Thus, the magnitude of the influence of the Problem Based Learning model on improving students' critical thinking skills is 84%. Teacher activity in the first meeting was 72.5%, the second meeting increased to 77.5%. The student response questionnaire using Problem Based Learning showed that the student motivation aspect had an average of 89.04, the student responsibility aspect had an average of 79.14, the student material mastery aspect had an average of 84.36, and the student presentation aspect of discussion results had an average of 43.69.
Analisis Kebutuhan E-modul Interaktif Terintegrasi STSE (Science, Technology, Society, Environment) pada Materi Larutan Asam Basa sebagai Sumber Belajar Mandiri Siswa SMA/MA Nabila Ayu Kharisma; Erfan Priyambodo
Jurnal Riset Pendidikan Kimia (JRPK) Vol. 15 No. 2 (2025): Jurnal Riset Pendidikan Kimia (JRPK), Volume 15 Nomor 2 (2025)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JRPK.152.03

Abstract

This study aims to analyze the needs of chemistry teachers for the development of integrated interactive e-modules on STSE (Science, Technology, Society, and Environment) regarding acid-base solutions for high school students, which are used as independent learning resources. This study applies a qualitative approach using an exploratory survey method. The research subjects consisted of seven chemistry teachers from three schools in the Yogyakarta area, selected using purposive sampling. Data were collected using a semi-open questionnaire consisting of three main aspects, namely the implementation of chemistry learning, STSE integration, and responses and expectations regarding e-module development. Data analysis was performed applies content analysis techniques through interpretive coding. The results showed that most teachers considered acid-base solution material difficult for students to understand due to the abundance of theory and calculations, as well as the limited learning resources available in the form of textbooks and conventional resources from school facilities. The majority of teachers did not yet understand the STSE approach but showed high enthusiasm for the development of interactive e-modules that are interesting, easy to use, relate to science and technology, and are relevant to everyday life. Thus, the results of this needs analysis confirm that the development of STSE-based interactive e-modules is urgently needed to support more meaningful and contextual chemistry learning, as well as to foster student independence in learning.
Efektivitas Media Pembelajaran terintegrasi Augmented Reality Materi Asam Basa Fase F terhadap Hasil Belajar Peserta Didik di SMA Negeri 13 Padang Rahmad Adi Putra; Nofri Yuhelman; Guspatni
Jurnal Riset Pendidikan Kimia (JRPK) Vol. 15 No. 2 (2025): Jurnal Riset Pendidikan Kimia (JRPK), Volume 15 Nomor 2 (2025)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JRPK.152.05

Abstract

This study aims to determine the effectiveness of acid-base learning media integrated with Augmented Reality (AR) technology on improving students' cognitive learning outcomes. One of the topics discussed in chemistry learning is acid-base material. Given the concept of acid-base is abstract, it requires visualization in three-dimensional form to facilitate understanding. The learning media used has gone through validity and practicality tests, with results showing that the media is valid and practical. This research is included in the pre-experimental type with a one group pretest-posttest design. The research sample consisted of 35 students of class F.6 at SMA Negeri 13 Padang. The instrument used was a multiple choice diagnostic test. Data analysis obtained that the data is normally distributed with a Wcount value of (0.93443) which is greater than Wtable (0.934). Hypothesis testing using paired sample t-test shows that the tcount of (21.23) is greater than the ttable of (2.03011). Thus, it can be concluded that the use of Augmented Reality-based learning media on acid-base material is effective in improving the learning outcomes of students at the SMA / MA phase F level Keywords: Effectiveness, Learning Media, Augmented Reality, Acid-Base, Learning Outcomes
Pengembangan Pengembangan Game Edukasi Berbasis Deep Learning Berbantuan Construct 3 di Sekolah Menengah Atas pada Materi Laju Reaksi: Pendahuluan Annisa Febrina Adzra; Zurweni; Firdiawan Ekaputra
Jurnal Riset Pendidikan Kimia (JRPK) Vol. 15 No. 2 (2025): Jurnal Riset Pendidikan Kimia (JRPK), Volume 15 Nomor 2 (2025)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JRPK.152.10

Abstract

This study aims to produce a feasible deep learning-based educational game learning medium assisted by Construct 3. This study was conducted at SMAN 10 Kota Jambi with the research subjects being class XI Phase 2. This study used the Lee & Owens development model, namely: analysis, design, development, implementation, and evaluation. The research instruments used were interview guidelines and questionnaires. The data analysis techniques used were qualitative data analysis (suggestions and comments) and quantitative data analysis (percentage and average answer scores). The results of this study indicate that this deep learning-based educational game assisted by Construct 3 is feasible conceptually and procedurally, with a material expert feasibility score of 98% (Very Good), a media expert score of 93% (Very Good), and a teacher assessment score of 94% (Very Good). The deep learning-based educational game assisted by Construct 3 can be used at all cognitive levels of students with a percentage of 86.6% (Very Good) and student responses have a percentage of 93.1% (Very Good). Based on the results obtained, it can be concluded that the deep learning-based educational game assisted by Construct 3 is very feasible to be used in learning to increase student motivation in reaction rate material.
Pengaruh Penerapan Strategi Systemic Approach Teaching and Learning (SATL) Terhadap Pemahaman Konseptual Siswa Kelas X Pada Materi Tata Nama Senyawa dan Persamaan Reaksi Hayyun Lisdiana; Tritiyatma Hadinugrahaningsih; Sabilla Yaumil Nurlaily Al Ashary
Jurnal Riset Pendidikan Kimia (JRPK) Vol. 16 No. 1 (2026): Jurnal Riset Pendidikan Kimia (JRPK), Volume 16 Nomor 1 (2026)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JRPK.161.06

Abstract

This research aims to determine the effect of appliying the Systemic Approach Teaching and Learning (SATL) strategy on the conceptual understanding of grade X students on the material of compound names and reaction equations. The research was conducted in the even semester of the 2023/2024 academic year at SMA Negeri 68 Jakarta. The type of research used is quantitative research with quasi experimental method and with a Pretest Posttest Nonequivalent Control Group Design. The research sample was obtained through purposive sampling technique with class X-2 serving as the experimental class which used the Systemic Approach Teaching and Learning (SATL) strategy using the problem based learning (PBL) model and class X-4 serving as the control class which used problem based learning (PBL) model without using strategy. The results showed that the average posttest of the experimental class (85,71) was higher than control class (76,91). Based on the results of the U Mann Whitney test calculation, the Asymp.Sig.(2-tailed) value is 0,047 so it can be concluded that 0,047<0,05 which means that H0 is rejected. Based on the results obtained, it can be concluded that the application of Systemic Approach Teaching and Learning (SATL) strategy has a positive effect on the conceptual understanding of class X students on the material of Compound Names and Reaction Equations.
Pengaruh Model Learning Cycle 8E Terhadap Pemahaman Konseptual Siswa Kelas XI Pada Materi Hidrolisis Garam: Pengaruh Model Learning Cycle 8E Terhadap Pemahaman Konseptual Siswa Kelas XI Pada Materi Hidrolisis Garam Elma Suryani; Maria Paristiowati; Dini Delfiana
Jurnal Riset Pendidikan Kimia (JRPK) Vol. 16 No. 1 (2026): Jurnal Riset Pendidikan Kimia (JRPK), Volume 16 Nomor 1 (2026)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JRPK.161.07

Abstract

Students’ conceptual understanding remains low in chemistry, particularly in the topic of salt hydrolysis. This study aims to determine the effect of the 8E learning cycle model on the conceptual understanding of 11th-grade students in the subject of salt hydrolysis. This research is a quasi-experimental study with a non-equivalent pre-test/post-test control group design. Pre-test and post-test were administered to collect data on students’ conceptual understanding. The sample consist of 68 students, including 34 students in the experimental class were taught using the 8E learning cycle model, and 34 students in the control class were taught using the 5M model. The result of N-gain of the experimental class was 0.642, while the control class had an average of 0.44. The average N-gain of both classes is medium category, although the N-gain of the experimental class was higher. Based on the Mann-Whitney U test, a significant difference was found between the post-test conceptual understanding results of the control class and the experimental class. Therefore, it can be concluded that the implementation of the 8E Learning Cycle has an impact on the conceptual understanding of the salt hydrolysis topic. These finding indicate that the 8E Learning Cycle is effective in improving students’ conceptual understanding in the topic of salt hydrolisis.
Analysis of Students’ Scientific Process Skills Using the Discovery Learning Model on the Colligative Properties of Solutions Fawziyah Sholihah Bayliz; Rizqy Nur Sholihat; Meyliana Wulandari
Jurnal Riset Pendidikan Kimia (JRPK) Vol. 16 No. 1 (2026): Jurnal Riset Pendidikan Kimia (JRPK), Volume 16 Nomor 1 (2026)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JRPK.161.01

Abstract

Scientific process skills (SPS) are essential competencies that enable students to investigate phenomena, solve problems, and construct scientific understanding. Despite their importance, the development of SPS in chemistry learning remains challenging, particularly in topics that require conceptual understanding and practical investigation, such as colligative properties of solutions. This descriptive quantitative study assessed students’ scientific process skills during Discovery Learning-based instruction on colligative properties of solutions. The participants were 34 twelfth-grade students from SMA Negeri 14 Bekasi selected through purposive sampling. Data were collected using observation sheets completed by six observers and a 21-item student questionnaire. The data were analyzed using descriptive statistics to determine the level of SPS achievement across eleven skill indicators. The findings revealed that the average SPS score was 74.16% based on observations and 76.54% based on questionnaires, both categorized as good. Students demonstrated the strongest performance in using laboratory tools and materials, while predicting and hypothesis formulation showed comparatively lower achievement. These results suggest that Discovery Learning effectively supports the development of practical and inquiry-based scientific skills by actively engaging students in experimentation and concept discovery. However, higher-order SPS components, particularly prediction and hypothesis formulation, require additional instructional support. This study contributes empirical evidence on students’ SPS profiles in chemistry learning and highlights specific skill areas that should be strengthened to optimize Discovery Learning implementation in secondary education.
The Impact of Augmented Reality Integrated Mobile Learning on High School Students’ Creative Thinking Skills in Chemistry Ucu Cahyana; Woro Puspawati; Ariyatun Ariyatun; Setia Budi
Jurnal Riset Pendidikan Kimia (JRPK) Vol. 16 No. 1 (2026): Jurnal Riset Pendidikan Kimia (JRPK), Volume 16 Nomor 1 (2026)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JRPK.161.09

Abstract

The aim of this study was to examine the Augmented Reality (AR) Integrated Mobile Learning for enhancing creative thinking skills in high school chemistry students. The research employed an experimental method, utilizing creative thinking tests as the data collection instrument. Both control and experimental groups were involved, comprising a total of 72 upper secondary school students studying chemistry. Data analysis included normality and homogeneity tests. The findings indicated a significant improvement in students’ creative thinking abilities. A conceptual model was developed, demonstrating that AR-integrated mobile learning could enhance creative thinking through several key factors: media characteristics, learning management, pedagogical principles, and technical aspects of the media. The study recommends incorporating technology skills from teachers, students, and available resources, which could potentially yield different outcomes. These findings imply that educational policymakers and curriculum developers should consider integrating AR-based mobile learning platforms into national chemistry curricula to systematically foster students' creative thinking skills in alignment with 21st-century learning demands.
Evaluasi Kelayakan Media Komik Edukatif pada Materi Zat dan Perubahannya Berdasarkan Persepsi Mahasiswa Pendidikan Kimia Setria Majuita; Afrizal Afrizal; Shabrina Shabrina
Jurnal Riset Pendidikan Kimia (JRPK) Vol. 16 No. 1 (2026): Jurnal Riset Pendidikan Kimia (JRPK), Volume 16 Nomor 1 (2026)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JRPK.161.02

Abstract

Educational comic media has great potential in increasing learning motivation and conceptual understanding, but its use needs to go through a feasibility evaluation process before being implemented widely.This study aims to evaluate the feasibility of educational comic media on the topic of substances and their changes based on the perceptions of chemistry education students. The study used a quantitative approach with a survey method. The subjects were 30 Chemistry Education students at Jakarta State University who were selected using a total sampling technique. The research instrument was a questionnaire distributed via Google Form to measure several aspects of media feasibility, namely the feasibility of content, presentation and appearance, language, and usability or practicality of the media. Data were analyzed using descriptive statistics in the form of percentages to describe the tendency of respondents' perceptions. The results showed that educational comic media received very positive responses from students in all aspects of the assessment. In terms of content feasibility, the majority of respondents stated that they strongly agreed that the material in the comic was relevant, accurate, and in accordance with learning outcomes. The educational comic media that has been developed may still have shortcomings in terms of visual design, depth of material, or interactivity, so it still requires further improvement.

Page 20 of 21 | Total Record : 205

 17   18   19   20   21 

Filter by Year

2011 2026


Reset
Filter By Issues
All Issue Vol. 16 No. 1 (2026): Jurnal Riset Pendidikan Kimia (JRPK), Volume 16 Nomor 1 (2026) Vol. 15 No. 2 (2025): Jurnal Riset Pendidikan Kimia (JRPK), Volume 15 Nomor 2 (2025) Vol. 15 No. 1 (2025): Jurnal Riset Pendidikan Kimia (JRPK), Volume 15 Nomor 1 (2025) Vol. 14 No. 2 (2024): Jurnal Riset Pendidikan Kimia (JRPK), Volume 14 Nomor 2 (2024) Vol. 14 No. 1 (2024): Jurnal Riset Pendidikan Kimia (JRPK), Volume 14 Nomor 1 (2024) Vol. 13 No. 2 (2023): Jurnal Riset Pendidikan Kimia (JRPK), Volume 13 Nomor 2 (2023) Vol. 13 No. 1 (2023): Jurnal Riset Pendidikan Kimia (JRPK), Volume 13 Nomor 1 (2023) Vol 12 No 2 (2022): Jurnal Riset Pendidikan Kimia (JRPK), Volume 12 Nomor 2 (2022) Vol. 12 No. 2 (2022): Jurnal Riset Pendidikan Kimia (JRPK), Volume 12 Nomor 2 (2022) Vol 12 No 1 (2022): Jurnal Riset Pendidikan Kimia (JRPK), Volume 12 Nomor 1 (2022) Vol. 12 No. 1 (2022): Jurnal Riset Pendidikan Kimia (JRPK), Volume 12 Nomor 1 (2022) Vol 11 No 2 (2021): Jurnal Riset Pendidikan Kimia (JRPK), Volume 11 Nomor 2 (2021) Vol. 11 No. 2 (2021): Jurnal Riset Pendidikan Kimia (JRPK), Volume 11 Nomor 2 (2021) Vol. 11 No. 1 (2021): Jurnal Riset Pendidikan Kimia (JRPK), Volume 11 Nomor 1 (2021) Vol 11 No 1 (2021): Jurnal Riset Pendidikan Kimia (JRPK), Volume 11 Nomor 1 (2021) Vol 10 No 2 (2020): Jurnal Riset Pendidikan Kimia (JRPK), Volume 10 Nomor 2 (2020) Vol 10 No 1 (2020): Jurnal Riset Pendidikan Kimia (JRPK), Volume 10 Nomor 1 (2020) Vol. 9 No. 2 (2019): Jurnal Riset Pendidikan Kimia (JRPK), Volume 9 Nomor 2 (2019) Vol 9 No 1 (2019): Jurnal Riset Pendidikan Kimia (JRPK), Volume 9 Nomor 1 (2019) Vol. 9 No. 1 (2019): Jurnal Riset Pendidikan Kimia (JRPK), Volume 9 Nomor 1 (2019) Vol 8 No 2 (2018): Jurnal Riset Pendidikan Kimia (JRPK), Volume 8 Nomor 2 (2018) Vol 8 No 1 (2018): Jurnal Riset Pendidikan Kimia (JRPK), Volume 8 Nomor 1 (2018) Vol. 7 No. 2 (2017): Jurnal Riset Pendidikan Kimia (JRPK), Volume 7 Nomor 2 (2017) Vol 7 No 2 (2017): Jurnal Riset Pendidikan Kimia (JRPK), Volume 7 Nomor 2 (2017) Vol. 7 No. 1 (2017): Jurnal Riset Pendidikan Kimia (JRPK), Volume 7 Nomor 1 (2017) Vol 7 No 1 (2017): Jurnal Riset Pendidikan Kimia (JRPK), Volume 7 Nomor 1 (2017) Vol 4 No 1 (2014): Jurnal Riset Pendidikan Kimia (JRPK), Volume 4 Nomor 1 (2014) Vol 3 No 1 (2013): Jurnal Riset Pendidikan Kimia (JRPK), Volume 3 Nomor 1 (2013) Vol 2 No 1 (2012): Jurnal Riset Pendidikan Kimia (JRPK), Volume 2 Nomor 1 (2012) Vol 1 No 1 (2011): Jurnal Riset Pendidikan Kimia (JRPK), Volume 1 Nomor 1 (2011) More Issue