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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 210 Documents
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EXPLORING UNIVERSITY STUDENTS' AWARENESS AND UNDERSTANDING OF FORENSIC CHEMISTRY AND DNA APPLICATIONS: A QUESTIONNAIRE-BASED STUDY Emad Yousif; Hamsa Thamer; Raghda Makia; Khalid Zainulabdeen; Waled Abdo Ahmed
JCER (Journal of Chemistry Education Research) Vol. 10 No. 1 (2026): Volume 10 No. 1 June 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v10n1.p84-89

Abstract

Forensic chemistry is a rapidly growing sub discipline of forensic science that plays an essential role in criminal investigations through the examination and analysis of physical evidence, including drugs, explosives, and toxic compounds. Despite increasing demand for forensic chemists in the job market, awareness and knowledge of forensic chemistry among university students particularly undergraduate students in chemistry and biotechnology remain insufficiently explored. This study employed a validated questionnaire to investigate the level of awareness, knowledge, attitudes, and perceptions of 20 undergraduate students at Al-Nahrain University, Iraq, regarding forensic chemistry, DNA analysis, and biotechnology. The results indicated that the majority of participants demonstrated a satisfactory level of awareness: 80% were aware of forensic science, 82% recognized the connection between DNA analysis and forensic science, 84% understood the relationship between DNA and biotechnology, and 91% appreciated the importance of DNA evidence in crime scene investigations. Additionally, 79% expressed interest in pursuing future studies in forensic science. The findings underscore significant educational implications for forensic chemistry curricula, career development pathways, and the broader enhancement of scientific literacy regarding forensic science among university students.
THE EFFECT OF ASSEMBLR EDU INTEGRATED INTO THE PROBLEM-BASED LEARNING MODEL ON STUDENTS’ MOTIVATION AND LEARNING OUTCOMES IN REACTION RATE MATERIAL AT SMAN 1 GOWA Feby Stefania Baan Tasik; Muhammad Syahrir; Muhammad Anwar
JCER (Journal of Chemistry Education Research) Vol. 10 No. 1 (2026): Volume 10 No. 1 June 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v10n1.p31-42

Abstract

This study employed a quasi-experimental approach to investigate how the integration of augmented reality (AR) technology, specifically Assemblr Edu, within a Problem-Based Learning (PBL) model influenced the motivation and learning outcomes of eleventh-grade students at SMA Negeri 1 Gowa, with a focus on reaction rate as the subject matter. A post-test only control group design was adopted as the methodological framework. The findings demonstrated that students in the experimental group outperformed their counterparts in the control group across both measured variables. In terms of learning motivation, the experimental group recorded a mean score of 80.61, compared to 73.94 in the control group. Regarding academic achievement, the experimental group similarly obtained a higher mean score of 82.91, while the control group attained 75.69. Statistical analysis was conducted through inferential methods, employing the independent samples t-test and the Mann-Whitney test where appropriate. For learning motivation, the calculated t-value (3.33) exceeded the critical t-value (1.67), indicating a statistically significant difference. Likewise, for learning outcomes, the obtained Z-value (1.99) surpassed the critical Z-value (1.64), confirming significance. These results collectively suggest that the incorporation of Assemblr Edu AR-based media within a PBL model exerts a meaningful and statistically significant influence on both the motivational engagement and academic performance of students in reaction rate instruction.
INTEGRATING LEARNING STYLES AND MULTIPLE INTELLIGENCES WITHIN THE 5E LEARNING CYCLE TO IMPROVE STUDENTS’ HIGHER-ORDER THINKING IN CHEMISTRY Febi Dwi Widayanti; Eko Yuniarto; Nurin Fitriana; Endang Prihatiningsih
JCER (Journal of Chemistry Education Research) Vol. 10 No. 1 (2026): Volume 10 No. 1 June 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v10n1.p53-63

Abstract

This study aims to analyze the effects of grouping strategies based on students’ learning styles and levels of Multiple Intelligences (MI) on their Higher-Order Thinking Skills (HOTS) in chemistry learning within the 5E Learning Cycle model. A 2×3 factorial experimental design was employed, involving senior high school students in East Java who were categorized according to learning style (homogeneous or heterogeneous groups) and MI levels (high, moderate, or low). Research instruments included an MI questionnaire, a HOTS test developed from the revised Bloom’s taxonomy indicators, and observation sheets for learning activities. Data were analyzed using two-way ANOVA and interaction tests. The findings revealed that both grouping strategies and MI levels had a significant effect on students’ HOTS, with a meaningful interaction between the two factors. Students with higher MI levels who participated in homogeneous learning-style groups demonstrated the greatest improvement in HOTS, particularly in the analyzing and creating dimensions. Integrating learning styles and MI within the 5E model was proven to enhance the effectiveness of each learning phase by activating exploratory and reflective cognitive processes. Theoretically, this study extends the 5E model into a Differentiated Learning Cycle (DLC)—an adaptive constructivist approach that integrates students’ learning profiles into the chemistry learning process. The findings contribute empirically to the development of differentiated instructional strategies aimed at enhancing students’ HOTS and twenty-first-century scientific literacy.
IMPLEMENTATION OF PjBL-ETHNOSCIENCE-BASED CHROMATOGRAPHY TEXTBOOK WITH AUGMENTED REALITY SUPPORT TO IMPROVE CRITICAL THINKING SKILLS Sri Adelila Sari; Hanisah Hasibuan; Corrienna Abdul Talib
JCER (Journal of Chemistry Education Research) Vol. 10 No. 1 (2026): Volume 10 No. 1 June 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v10n1.p13-20

Abstract

The purpose of this study was to examine how using a chromatography textbook based on Project-Based Learning (PjBL) combined with ethnoscience and augmented reality (AR) improved students' critical thinking abilities. This study employed a single-group pretest-posttest pre-experimental design and a quantitative methodology. Out of the 192 students in the population, 32 chemical education students were chosen for the sample using purposive sampling. A ten-item essay test that was modified from Ennis' indications was used to measure critical thinking abilities. N-Gain analysis and the Shapiro-Wilk normality test were used to examine the data. The data were found to be regularly distributed (Sig. = 0.458 > 0.05). With an N-Gain of 0.70, which is considered high, the average pre-test score rose from 56.96 to 87.03 on the post-test. These results show that students' critical thinking abilities were successfully enhanced by the created textbook.
ENHANCING METACOGNITIVE AND CREATIVE THINKING SKILLS IN CHEMISTRY EDUCATION: THE ROLE OF COLLABORATIVE PROJECT-BASED LEARNING AND STUDENT RESPONSIBILITY Muhammad Farhan Ivan Phalosa; Rusly Hidayah; I Wayan Dasna; Parlan; Nazriati
JCER (Journal of Chemistry Education Research) Vol. 10 No. 1 (2026): Volume 10 No. 1 June 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v10n1.p43-52

Abstract

The integration of metacognitive and creative thinking skills plays a crucial role in equipping STEM students with the necessary competencies to address complex, real-world challenges. This quasi-experimental study investigates the effectiveness of Collaborative Project-Based Learning (CPjBL) supplemented with Electronic Worksheets (E-LKM) in enhancing these essential skills among undergraduate chemistry students (N=52), while examining the moderating effect of student responsibility. The research employed a comparative approach between CPjBL and Project-Based Learning (PjBL) methodologies. Results demonstrated that CPjBL significantly outperformed conventional PjBL in developing both metacognitive skills (with an N-Gain of 0.76 compared to 0.66) and creative thinking abilities (N-Gain of 0.87 versus 0.70). Notably, the benefits were particularly pronounced among students exhibiting high levels of personal responsibility (p < 0.05). Further statistical analysis through univariate ANOVA revealed a significant interaction effect between the CPjBL approach and student responsibility (F = 2.084, p = 0.013), indicating that the effectiveness of the collaborative learning method is substantially influenced by learners' degree of accountability. This finding suggests that while CPjBL represents a powerful pedagogical tool, its implementation should consider students' readiness to take responsibility for their learning process. The study provides empirical evidence supporting CPjBL as an effective framework for cultivating 21st-century skills in chemistry education. The findings have important implications for instructional design, highlighting the need to incorporate collaborative, technology-enhanced learning strategies while simultaneously fostering students' sense of responsibility. Additionally, the research underscores the importance of professional development programs to equip educators with the necessary skills to implement these innovative teaching approaches effectively.
Enhancing Student’s Sustainability Awareness through PBL-ESD on Microplastic Pollution Syifa Ayugea
JCER (Journal of Chemistry Education Research) Vol. 10 No. 1 (2026): Volume 10 No. 1 June 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v10n1.p9-12

Abstract

This research aims to develop and implement a didactic design based on Problem-Based Learning integrated with Education for Sustainable Development (PBL-ESD) to enhance sustainability awareness and science literacy of students on the topic of microplastic pollution. This research uses a Didactical Design Research (DDR) approach with high school students in Sukabumi Regency as subjects. Findings show that the didactic design of PBL-ESD, developed in accordance with the steps of PBL and focused on sustainability issues, can support active participation of learners in solving actual problems related to microplastic pollution. In addition, the learning design and the tested assessment tools demonstrate support for improving scientific literacy while also increasing students' sustainability awareness. This implementation proves that the integration of PBL and ESD provides a relevant learning experience and prepares students with critical thinking and problem-solving skills related to environmental issues.
CHEMICALAI-INTEGRATED PROBLEM-BASED LEARNING VS GUIDED INQUIRY: ENHANCING STUDENTS’S SCIENTIFIC ARGUMENTATION SKILLS IN REACTION RATES Putri Riza Abrilia; Munzil; Hadi Nur
JCER (Journal of Chemistry Education Research) Vol. 10 No. 1 (2026): Volume 10 No. 1 June 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v10n1.p1-8

Abstract

Chemistry education involves complex representations often hindering scientific argumentation. This study compares the effectiveness of Problem-Based Learning (PBL) and Guided Inquiry (GI) integrated with ChemicalAI in enhancing students scientific argumentation skills on reaction rates. The research employed a quasi-experimental method with a pretest-posttest non-equivalent control group design. Data were analyzed using the Rasch Model for instrument validation and Analysis of Covariance (ANCOVA) for hypothesis testing. Rasch analysis confirmed the high reliability of the instrument while identifying reasoning as the most challenging component for the students. Based on the research findings, it was found that students who participated in the PBL method performend significantly better than students who participated in the GI method. This demonstrates superior performance in formulating claim, evidence and reasoning. Furthermore, the integration of Chemical-AI into PBL effectively facilitates the development of complex scientific arguments based on experimental data.
Development of a Mental Model Diagnostic Test Using Predict Observe Explain Approach on Corrosion Concepts Samuel Indra Pratama; Tuszie Widhiyanti; Wiji Wiji
JCER (Journal of Chemistry Education Research) Vol. 10 No. 1 (2026): Volume 10 No. 1 June 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v10n1.p74-83

Abstract

This study aimed to develop a Predict–Observe–Explain (POE)-based diagnostic test on corrosion concepts to identify students’ mental model profiles. The research employed a Design and Development Research (DDR) approach, involving design, development, and limited evaluation through expert validation, readability testing, and limited trials. The instrument consisted of POE-based items supported by images, videos, and observation tables, integrating macroscopic, submicroscopic, and symbolic representations. The results indicated good content validity based on evaluations from five experts, with revisions made to the third indicator and several items. The instrument was subsequently refined based on expert suggestions before undergoing readability and reliability testing. Readability results showed that all items were highly comprehensible, with an average score above 3.7. Reliability testing using Cronbach’s Alpha yielded a coefficient of 0.917, indicating very high reliability. Therefore, the developed instrument is valid, reliable, and suitable for identifying students’ mental model profiles.
Development and Implementation of Android-Based Coleega Application with Representation Learning Cycle Model: An Effort to Improve Representation Competence in Colligative Properties of Solution Herunata Herunata; Ridwad Joharmawan; Ilma Kanzu Iklima
JCER (Journal of Chemistry Education Research) Vol. 10 No. 1 (2026): Volume 10 No. 1 June 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v10n1.p21-30

Abstract

This study investigates the effectiveness of Coleega, an Android-based application integrated with the Representation Learning Cycle (RLC) model, in enhancing students’ representational competence on colligative properties of solutions. The RLC model, adapted from Problem-Based Science, structures learning into six phases: orientation, questioning, planning, execution, analysis, and presentation. Conducted at a senior high school in East Java with 68 students selected via cluster random sampling, the study employed pretests and posttests to measure conceptual understanding and representational skills. Validation confirmed feasibility (Aiken’s V = 0.74) and readability (92%). Effectiveness was demonstrated by independent t-test (p < 0.001), showing significantly higher posttest scores in the experimental group (M = 87.94) compared to the control (M = 80.94). Findings highlight the novelty of embedding RLC into mobile technology, demonstrating that Coleega is both feasible and effective in strengthening representational competence in chemistry learning.
RESEARCH TRENDS IN LOCAL WISDOM-BASED CHEMISTRY LEARNING MEDIA: A SYSTEMATIC LITERATURE REVIEW 2015-2025 Nurhalimah Sitinjak; Suyanta
JCER (Journal of Chemistry Education Research) Vol. 10 No. 1 (2026): Volume 10 No. 1 June 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v10n1.p64-73

Abstract

Chemistry education is often considered difficult because many concepts are abstract. Therefore, local wisdom-based learning media are needed to make learning more contextual and relevant to students’ experiences. This study aimed to map research trends on the integration of local wisdom into chemistry learning media using a Systematic Literature Review. Articles were collected from Scopus and Google Scholar (2015-2025), limited to empirical studies. Of the 515 initially identified articles, 24 met the inclusion criteria and were analyzed. The findings show that studies were dominated by the development of modules and e-modules (25%), mainly for high school students (88%), with acid-base chemistry being the most frequently studied topic (29.17%). Research variables focused on media feasibility (70.83%), while affective aspects, chemistry literacy, immersive digital media, and broader regional representation of local wisdom remain limited. This study provides research trend mapping and directions for developing more innovative and contextual chemistry learning media.

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