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JCER (Journal of Chemistry Education Research)
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 25491644     DOI : -
Core Subject : Science, Education, Engineering,
Chemical Engineering, Chemistry & Bioengineering Chemistry Education
JCER (Journal of Chemistry Education Research) adalah jurnal peer-reviewed yang secara periodik terbit 2 (dua) kali setahun pada bulan Juni dan Desember dengan jumlah 5–8 artikel setiap kali terbit. JCER berisi tulisan/artikel hasil pemikiran dan hasil penelitian dalam disiplin ilmu kependidikan dan pembelajaran yang dikaji secara teoritis maupun empiris.
Arjuna Subject : -
Articles 200 Documents
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CHEMISTRY LEARNING OF REDOKS MATERIAL WITH REDOX GAME AS LEARNING MEDIA WHILE CORONA PANDEMIC CHEMICAL Umah, Putri Amiratul; lutfi, achmad
JCER (Journal of Chemistry Education Research) Vol. 8 No. 2 (2024): Volume 8 No. 2 December 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v8n2.p76-82

Abstract

This research aims to determine the effectiveness of Redox learning media as measured by looking at student learning outcomes and students' responses after using Redox game media on redox material. In this study using a one group pretest-posttest research design, where participants will be given a pretest before using game media and also given posttest after the use of game media. The game media were tested on 28 students in the XII mathematics and science 3 class at public senior high school 2 Ngawi. The results of the study showed that the learning outcomes of students after using the Redox game media had increased with classical completeness reaching 85.7%. The score obtained by students when doing a pretest is 23.9 and posttest is 80.8 so it shows an increase that is tested with an N-gain score of 0.7 which is in the medium category. In addition, the response of students after using Redox game media was 87.88%, indicating that Redox game media can be used as instructional alternatives in chemistry learning.
THE RELATIONSHIP OF METACOGNTIVE KNOWLEDGE WITH METACOGNITIVE AWARENESS IN STUDENTS Parestu, Bina Putri; Milama, Burhanudin; Fairusi, Dila
JCER (Journal of Chemistry Education Research) Vol. 8 No. 2 (2024): Volume 8 No. 2 December 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v8n2.p92-96

Abstract

The 2013 curriculum requires students to demonstrate metacognitive proficiency. The alignment of knowledge and metacognitive awareness can assist students in achieving the learning  objectives in the national curriculum. This study aimed to ascertain whether there was a correlation between metacognitive knowledge and metacognitive awareness among students. This study employed a correlational design research methodology. The instruments used to gather data including a set of 5 questions involved in testing students’ metacognitive knowledge. Meanwhile, The Metacognition Awareness Inventory (MAI) which comprised of 52 items was employed to assess metacognitive awareness.  The correlation between metacognitive knowledge and awareness can be measured using the Product Moment correlation coefficient. The findings of this study indicated that there was a positive  correlation between metacognitive knowledge and awareness yet it was relatively low (0.110).
IMPROVES CRITICAL THINKING SKILLS AND SELF-EFFICACY OF LEARNERS USING THE PJBL-STEAM MODEL IN WETLAND CONTEXTS Muhammad, Rusmansyah; Siti Awalia Rahmah; Syahmani; Mohammad Nor Aufa; Arief Ertha Kusuma; Isnawati
JCER (Journal of Chemistry Education Research) Vol. 8 No. 2 (2024): Volume 8 No. 2 December 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v8n2.p104-109

Abstract

Critical thinking skills are one of the essential thinking skills mastered in the 21st century for the progress of a nation. They can help a person to solve problems by interpreting, analyzing, evaluating, and inferring. Self-efficacy is a person's belief in his ability to solve problems. The ability to think critically is related to self-efficacy. The PjBL-STEAM model is one of the alternatives that seek to improve student’s critical thinking and self-efficacy skills. The wetland context referred to in this study uses a solution of fruits that can live in wetlands as one of the learning media on electrolyte and nonelectrolyte solution materials. This study aims to examine the improvement of critical thinking and self-efficacy of students through the use of the PjBL-STEAM learning model in wetland contexts by comparing pretest and posttest values. This research model is quasi-experimental with a one-group pretest-postest research design. This study was conducted at SMAN 3 Barabai with a study population of class X MIA, and the sample taken purposively was 25 students of class X MIA 3. Data collection using tests and questionnaires. Data analysis was carried out by comparing pretest and posttest values. The results showed that the PjBL-STEAM learning model in the wetland context could improve the critical thinking skills and self-efficacy of students with an N-gain value of critical thinking ability of 0.58 (moderate category) and N-gain self-efficacy of 0.75 (high category). In other words, using PjBL-STEAM in wetland contexts is stated to be effective for improving students' critical thinking skills and self-efficacy.
STUDY OF SCIENCE LITERACY ABILITY OF CHEMISTRY PRE-SERVICE TEACHERS IN HYDROPONICS PRACTICUM Bahriah, Evi Sapinatul; Siti Suryaningsih; Ivan Muhammad Maful
JCER (Journal of Chemistry Education Research) Vol. 8 No. 2 (2024): Volume 8 No. 2 December 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v8n2.p110-118

Abstract

The ability of scientific literacy of indonesian student categorized as low. One of the factor that contribute is that the ability of a scientific literacy of a teacher. The hydroponics practical in a biotechnology’s subject, can be measure the ability of scientific literacy of a student because there is a science process in it. The aim of this reasearch is to determine the ability of scientific literacy of chemisty pre-service Teachers for the knowledge and competency’s aspects in a hydroponics topic. The method that used in this reasearch was quantitative descriptive analysis and the technique of data collection by spreading the instrument in a purposive sampling technique to 50 chemisty pre-service teachers. The instrment that used was 10 items of essay questions. The data was analyse with a scoring method and then will change it into a percentage. Based on the reasearch, the ability of scientific literacy of a student for knowledge’s aspect is 68.5% and for the competency is 62.2%. From that data, it can conclude that the ability of scientific literacy of chemistry chemisty pre-service teachers for knowledge and comptency aspects categorized good.
TEXTBOOK DEVELOPMENT ON ADDITIVE AND ADDICTIVE MATERIALS USING INQUIRY BASED LEARNING STEM APPROACH IN INCREASING STUDENT SCIENCE LITERACY Isna, Isnanik; Rif’atul Himmah
JCER (Journal of Chemistry Education Research) Vol. 8 No. 2 (2024): Volume 8 No. 2 December 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v8n2.p119-126

Abstract

The purpose of this research was to develop textbook as teaching materials on additive and addictive materials using inquiry based learning model and STEM approach in increasing students’ scientific literacy. The method of this research was development research with ADDIE model. The qualitative data came from suggestions, while the quantitave data came from likert and guttman questionnaire and also the result of SPSS data processing. The result of this research, inquiry based learning with STEM approach made students to identify scientific issues, explain scientific phenomena, and use scientific evidence in everyday life. From validation result showed a very valid category, and pretest-posttest result showed an n-gain percentage of 80.17% (very effective). It can be conclude that the implementation of textbook with the inquiry based learning model and STEM approach was effectively used in learning to increase students’ scientific literacy.
DEVELOPMENT OF COGNITIVE ASSESSMENT INSTRUMENTS ON BUFFER SOLUTION MATERIAL BASED ON HOTS (HIGHER ORDER THINKING SKILLS) solikhin, febrian; Nurmiana Suswanti; Sura Menda Ginting
JCER (Journal of Chemistry Education Research) Vol. 8 No. 2 (2024): Volume 8 No. 2 December 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v8n2.p97-103

Abstract

The goal of this study is to construct a valid and reliable HOTS-based cognitive assessment tool. The HOTS-based assessment instrument was used to measure students' higher order thinking skills on the buffer solution material. The stages of this research were the analysis, design, development, implementation, and evaluation phases of the ADDIE model. The research subjects were students of class XI MIPA 4 at Senior High School 5 Bengkulu City during the 2021–2022 academic year. The research data came from expert validation sheets, needs analysis questionnaires, empirical test analysis, and examination of students' HOTS skills. The 20 multiple-choice questions and 10 essay questions made up the instrumen's features. The following are the outcomes: (1) The expert's assessment of the practicality of the material led to the creation of 26 valid questions, including 18 multiple-choice questions and 8 essays. (2) The empirical validity study produced 23 valid items, including 6 essay questions and 17 multiple-choice questions. (3) The reliability analysis results for both essays and multiple choice questions fell into the very good category, with scores of 0.94 and 0.98. (4) The findings of the examination of students' higher-order thinking skills revealed that 1 student was in the very good category, 5 students were in the good category, 5 students were in the fairly good category, 22 students were in the poor category, and 1 student was in the very poor category.
DEVELOPMENT OF E -MODULE IN ACID BASE MATERIALS GUIDED INQUIRY LEARNING BASED ON IMPROVING STUDENTS' LEARNING MOTIVATION Okta, Nadya; Fatayah, Fatayah
JCER (Journal of Chemistry Education Research) Vol. 8 No. 2 (2024): Volume 8 No. 2 December 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v8n2.p83-91

Abstract

The purpose of this tstudy (1) to determine the validity of the chemistry e-module based on Guided Inquiry Learning (2) to determine the increase in student learning motivation after using the chemistry e-module based on Guided Inquiry Learning. Data were obtained from observation, interviews and distribution of motivation questionnaires. The development model used was 4-D, but only the define, design and development stages were implemented. The subjects of the e-module trial were 26 students of class XI MA Almuhtadi. This study used quantitative descriptive analysis and also inferential analysis. The conclusions in this study (1) the validity of the developed e-module obtained an average score presentation of 88.53% with very valid criteria, which means that the e-module is suitable for use in the learning process and (2) the acid-base e-module based on Guided Inquiry Learning that was developed can increase student learning motivation.      
INVESTIGATE THE UTILITY OF A MISCONCEPTION DETECTION APPLICATION AS AN EARLY DETECTION TOOL BASED ON FIVE-TIER DIAGNOSTICS TEST Novita, Dian; Muchlis; Yonata, Bertha; Asih, Findiyani Ernawati; Artiono, Rudianto
JCER (Journal of Chemistry Education Research) Vol. 9 No. 1 (2025): Volume 9 No. 1 June 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v9n1.p45-51

Abstract

Research into misconceptions is crucial in the field of education, particularly in subjects like chemistry, which are complex and prone to misunderstandings. Misconceptions—ideas held by individuals that deviate from established scientific understanding—can arise from various sources, including students, teachers, textbooks, and instructional methods. These inaccuracies can hinder effective learning and need to be addressed to enhance educational outcomes. Identifying and remediating misconceptions is challenging, requiring specialized tools and methods. Therefore, research into misconceptions aims to uncover and correct these misunderstandings to improve teaching strategies and student comprehension. Therefore, the research in this article is concerned with the practicality of the application of chemical representation diagnostic tests to identify chemical misconceptions, particularly on chemical equilibrium and chemical bonding materials. This research was carried out at Surabaya State University participated by 24 students from the Chemistry Education Study Program. In this research, the practicality of the chemical misconception diagnostic test application was obtained at 98.6% which indicates that the application is practical to use. In addition, obtained data on student diagnostic results, namely: 88.3% did not understand the concept; 10.4% had misconceptions; and 1.3% understood the concept on the topic of chemical bonding. Keywords: misconceptions, five-tier diagnostic test, chemical bonding, online application
Interactive E-Module Based on WordPress Content Management System to Improve Student Learning Outcomes on Chemical Bond Material: Pengembangan E-Modul Interaktif Berbasis Content Management System (CMS) WordPress untuk Meningkatkan Hasil Belajar Peserta Didik pada Materi Ikatan Kimia Nur Lailatul Fitriyah Abidin; Laura Alden Litha Miranda Irawan; Karina Rike Pratiwi; Revani Putri Iswaji; Dwiningsih, Kusumawati
JCER (Journal of Chemistry Education Research) Vol. 9 No. 1 (2025): Volume 9 No. 1 June 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v9n1.p13-20

Abstract

This study aims to create a learning media in the form of an interactive e-module based on CMS Wordpress to improve student learning outcomes in chemistry lessons, especially on chemical bonding material. This research uses the type of R&D research. The model used in this research is the 4D model by applying three stages. The subjects of this research are students of SMAN 16 Surabaya. The results of the validation of the product showed that the data on the aspects of content and construct validation were very valid at 90% and 91.6%. This E-Module also obtained a practicality percentage of 88% with a very practical category. Then in terms of effectiveness, based on the increase in pretest-posttest results, the n-gain score is 0.71 which is in the high category. Based on these results, the interactive e-module produced is feasible to use as a learning media to improve participants' learning outcomes.
PRE-SERVICE CHEMISTRY TEACHERS’ KNOWLEDGE, USAGE AND PERCEPTIONS OF ARTIFICIAL INTELLIGENCE IN EDUCATION -, Harianti; Kadarohman, Asep; Anwar, Sjaeful
JCER (Journal of Chemistry Education Research) Vol. 9 No. 1 (2025): Volume 9 No. 1 June 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v9n1.p5-12

Abstract

This study investigates pre-service chemistry teachers' knowledge, use, and perceptions of AI technology integration in education. Using a survey design, data were collected from pre-service chemistry teachers enrolled in a professional teacher education program. The findings reveal varying levels of AI knowledge, with a majority having sufficient understanding but 20% demonstrating low knowledge. Social media emerged as the primary source of AI information. Participants generally felt confident using AI tools, though usage frequency varied. The study underscores the need for comprehensive AI education in teacher training programs to enhance future educators' AI literacy and integration skills. The results highlight the importance of ethical considerations and balanced AI usage to foster critical and creative thinking in educational practices. Recommendations include integrating practical AI applications, ethical considerations, and strategies for critical engagement with AI into teacher education programs to prepare pre-service teachers for future technological advancements in education.

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