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Chemistry Education Practice
Published by Universitas Mataram
ISSN : 26548119     EISSN : 26563940     DOI : -
Core Subject : Education,
Education
Jurnal Chemistry Education Practice (ISSN Cetak 2654-8119 dan ISSN Online 2656-3940) adalah jurnal peer-review yang diterbitkan oleh Program Pendidikan Kimia, Fakultas Pendidikan Guru Pelatihan dan Pendidikan, Universitas Mataram. Jurnal ini merupakan jurnal open access. Jurnal Chemistry Education Practice mencakup semua aspek penelitian dan praktik pendidikan kimia. Jurnal ini menerbitkan makalah penelitian asli, komunikasi singkat, diseminasi, dan diskusi penelitian, pengalaman dan perspektif di berbagai pendidikan kimia, pengajaran, pengembangan, pengajaran, proyek dan inovasi pendidikan, metodologi pembelajaran dan teknologi baru dalam pendidikan kimia dan pembelajaran. Jurnal Chemistry Education Practice diterbitkan dua kali dalam setahun, yaitu setiap bulan Mei dan November.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 292 Documents
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EFEKTIVITAS MODEL PEMBELAJARAN BERBASIS PROYEK BERBANTUAN PHET SIMULATION DALAM MENINGKATKAN MOTIVASI DAN HASIL BELAJAR SISWA KELAS XI PADA MATERI ASAM BASA Erik Farjemi; Eka Junaidi; Yunita Arian Sani Anwar
Chemistry Education Practice Vol. 9 No. 1 (2026): Edisi Mei
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cep.v9i1.10236

Abstract

Low student motivation and learning outcomes are often attributed to the continued use of conventional teaching methods and the limited integration of interactive learning media. This study aimed to determine the effectiveness of the Project-Based Learning (PjBL) model, assisted by the PhET Simulation, in improving the motivation and learning outcomes of eleventh-grade students on the acid–base topic. The research was conducted at SMAN 2 Praya using a quantitative approach with a pretest–posttest control group design. The samples were randomly selected, with class XI F1.1 serving as the experimental group, which received Project-Based Learning (PjBL) assisted by PhET Simulation, and class XI F1.2 serving as the control group, which received conventional instruction. Data were collected via a learning motivation questionnaire and psychomotor learning outcome assessments, and analyzed using MANOVA. The results showed that the average learning motivation score in the experimental class increased from 67.93 to 72.52, while learning outcomes improved from 33.34 to 84.37. In the control class, learning motivation changed from 63.80 to 73.93, and learning outcomes increased from 28.26 to 79.67. The MANOVA test yielded a p-value of 0.000 (p < 0.05), indicating a significant simultaneous difference between the experimental and control groups in students’ motivation and learning outcomes. Therefore, the Project-Based Learning (PjBL) model assisted by PhET Simulation was found to be effective in enhancing students’ motivation and learning outcomes in acid–base learning.
A, The Development of Chemistry Practical Module on Reaction Rate Material Based on Green Chemistry Oriented PBL Solfarina Solfarina; Irhamni Irhamni; Rahadatul Aisy
Chemistry Education Practice Vol. 9 No. 1 (2026): Edisi Mei
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cep.v9i1.10249

Abstract

This study aims to determine the validity or and feasibility of the results of student questionnaire responses to the chemistry practicum module on the reaction rate material that has been created. This study uses the ADDIE development model with the stages of analysis, design, development, implementation, and evaluation. This practicum module has been validated by 7 media and material experts with the condition that Vcount ≥ Vtable (Vtable = 0.82). The validity results obtained from media experts were 0.91, and the validity of material experts was 0.94, which can be stated as "Valid". Then, based on the results of the questionnaire responses of 34 students to the reaction rate practicum module, it obtained the category "very feasible" with a value of 87%. So it can be concluded that this reaction rate practicum module is declared valid and very feasible to be used as a learning medium.
Pengaruh Integrasi Pendidikan Karakter Dalam Pembelajaran Kimia Terhadap Kepedulian Lingkungan Peserta Didik Fitria Rizkiana; Herlina Apriani; Novi Rahmawanti
Chemistry Education Practice Vol. 9 No. 1 (2026): Edisi Mei
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cep.v9i1.10477

Abstract

This study aims to determine the effect of integrating character education into chemistry learning on students’ environmental awareness at SMA Negeri 12 Banjarmasin. The research employed a quasi-experimental design using the posttest-only control group design. The sample consisted of two classes: an experimental class that received chemistry learning integrated with environmental care values through a contextual discussion approach, and a control class that received conventional instruction. Data were collected using an environmental awareness questionnaire and analyzed using descriptive and inferential statistics with the aid of JAMOVI 2.6.44 software. The results showed no significant difference between the environmental awareness scores of students in the experimental and control classes (p = 0.687 > 0.05), with an effect size of -0.103, indicating a very small influence. These findings suggest that the integration of character education into chemistry learning did not significantly improve students’ environmental awareness. However, this approach has the potential to serve as an initial step in fostering environmental consciousness when implemented consistently and contextually.
Pengembangan LKPD Kimia Materi Asam Basa Berbasis Problem Based Learning untuk Menumbuhkan Pemahaman Konsep Siswa Khairi Alfiana; Mukhtar Haris; Sunniarti Ariani
Chemistry Education Practice Vol. 9 No. 1 (2026): Edisi Mei
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cep.v9i1.10759

Abstract

This study aims to test the level of validity and practicality of the Chemistry Student Worksheet on acid-base material based on problem-based learning to foster students' conceptual understanding. The research method used is Research and Development (R&D) with a 4D development model that includes the stages of define, design, development, and disseminate. The subjects of this trial were lecturers of Chemistry Education FKIP University of Mataram and chemistry teachers of SMAN 1 Labuhan Haji for the purposes of validating the worksheet and 66 students of grades XI Health I and XI Health II for the purposes of testing the practicality of the worksheet. The data collection technique used was a questionnaire. The data analysis technique used the Aiken's V formula and the percentage of practicality. The results showed that the Chemistry Student Worksheet on acid-base material based on problem-based learning to foster students' conceptual understanding that had been developed by this researcher obtained an average validity of 0.89 in the very valid category and an average practicality value of 83% in the very practical category. Thus, it can be concluded that the chemistry student worksheet (LKPD) for acid-base matterl based on Problem Based Learning is suitable for use as teaching material to help foster students' conceptual understanding and support an active and meaningful learning process.
Pengembangan Lembar Kerja Peserta Didik (LKPD) berbasis Problem Based Learning terintegrasi Sustainable Development Goals (SDGs) pada Materi Koloid Intan Klesya; Sofia Sofia; Eka Ad’hiya; Diah Kartika Sari
Chemistry Education Practice Vol. 9 No. 1 (2026): Edisi Mei
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study is a research and development (R&D) project aimed at producing a Student Worksheet (LKPD) based on Problem Based Learning (PBL) integrated with the Sustainable Development Goals (SDGs) on colloid material for Grade XI students. The research was conducted during the first semester of the 2024/2025 academic year, involving material experts, design experts, three students in the one-to-one evaluation stage, nine students in the small group stage, and one class in the field test. The development followed the Rowntree model consisting of planning, development, and evaluation phases. Formative evaluation was carried out using Tessmer’s model, which includes self-evaluation, expert review, one-to-one evaluation, small group evaluation, and field test. The results indicate that the developed LKPD meets the criteria of validity based on expert judgment, practicality based on students’ and teachers’ responses, and effectiveness in improving students’ conceptual understanding of colloids and critical thinking skills. Therefore, the PBL-based LKPD integrated with SDGs is feasible and recommended for use as an innovative learning resource in high school chemistry classes.
Pengaruh Model Contextual Teaching and Learning (CTL) Terhadap Literasi Kimia Peserta Didik Pada Materi Kesetimbangan Kimia Baiq Viona Olganita Sugondo; Yayuk Andayani; Ermia Hidayanti
Chemistry Education Practice Vol. 9 No. 1 (2026): Edisi Mei
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cep.v9i1.10830

Abstract

This study aims to determine the effect of the Contextual Teaching and Learning (CTL) model on students’ chemistry literacy regarding chemical equilibrium. The study employed a quantitative approach with a quasi-experimental design in the form of a pretest-posttest control group design. The research sample consisted of 11th-grade students at SMAN 1 Pujut selected through cluster random sampling, with class XI F1 serving as the control group and class XI F2 as the experimental group receiving CTL-based instruction. The instrument used was a two-tier multiple-choice chemistry literacy test covering scientific and chemical content knowledge as well as higher-order learning skills. The content validity of the instrument was tested using Aiken’s V index, yielding a value of 0.88, indicating that the instrument falls within the valid category. The reliability of the instrument was tested using Cronbach’s Alpha coefficient, yielding a value of 0.74, indicating that the instrument has a high level of reliability and is therefore suitable for use in this study. The ANCOVA test results showed that the CTL model had a significant effect on students' chemical literacy (p=0.000<0.05) with a contribution of 29.7%. In the content aspect, the experimental class obtained 81%, higher than the control class at 72.5%. In the aspect of higher-order learning abilities, the experimental class reached 46.5%, while the control class only 15%. Overall, the chemical literacy of the experimental class was in the moderate category (64%), while the control class was in the low category (43.75%). This indicates that the CTL model is effective in improving chemical literacy because contextual learning helps students understand the concept of chemical equilibrium in a more meaningful and applicable way.
Pengembangan Media Pembelajaran Kahoot Pada Materi Kimia Minyak Bumi Kelas XI di MA Darunnajah Duman Hidayatul Laelin; I Nyoman Loka; Burhanuddin Burhanuddin
Chemistry Education Practice Vol. 9 No. 1 (2026): Edisi Mei
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cep.v9i1.10909

Abstract

The aim of this research is to produce Kahoot learning media on petroleum material with minimum feasible criteria based on validity, practicality and effectiveness. This type of research uses research and development procedures. The development model used is the 4-D model developed by Thiagarajan et al (1974). In this research, the Kahoot learning media was developed, media validated by 3 people, namely 2 Chemistry Education lecturers and 1 chemistry subject teacher as well as all 23 class XI MIA students to test the practicality and effectiveness of the Kahoot media being developed. . The results of the validity test with Aiken's V show an average value of 0.83 with a very valid category, which means very feasible. The results of the practicality test using a Likert scale obtained an average value of 83.5%, which indicates a very practical category, which means very feasible. The results of the effectiveness test using the n-gain test obtained a percentage of 77% in the effective category, which means very feasible.
Pemahaman Konsep Kimia Asam Basa Siswa Kelas XI SMAN 7 Mataram Menggunakan Instrumen FTMC Muliana Lutfiatussholihah; Mukhtar Haris; Dodiy Firmansyah
Chemistry Education Practice Vol. 9 No. 1 (2026): Edisi Mei
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cep.v9i1.11021

Abstract

This study aims to determine and explain the understanding of acid-base chemistry concepts among 11th grade students at SMAN 7 Mataram. The type of research used is quantitative descriptive. The study was conducted in classes XI A3 and XI B1 with a total of 69 students, or 25% of the population of 273 students. Data were collected using a four-tier multiple-choice (FTMC) test instrument consisting of 17 valid questions. The results of this study indicate that the level of understanding of acid-base chemistry concepts among 11th grade students at SMAN 7 Mataram is 57.80%, which is classified as moderate, with a distribution of concept understanding as follows: understanding the concept (39.56%), misconceptions (36.91%), and not understanding the concept (23.53%) in the low category. The level of understanding of acid-base chemistry concepts among students in grades XI A3 and XI B1 was 61.27% and 54.01%, respectively, which is classified as moderate. The highest category of concept understanding among students in class XI A3 was that quite a lot of students understood the concept (49.07%) in the material on pH calculation of solutions, quite a lot of students had misconceptions (45.83%) in the material on acid-base strength, and a few students did not understand the concept (29.17%) in the material on acid-base strength. Meanwhile, the highest category of concept understanding among students in class XI B1 was that few students understood the concept (38.64%) in the material on acid-base indicators, quite a few students had misconceptions (45.46%) in the material on pH calculation of solutions, and few students did not understand the concept (31.82%) in the material on acid-base strength.
Analisis Pemahaman Konsep Kimia Materi Larutan Penyangga pada Siswa Kelas XI Kelompok A SMAN 7 Mataram Irma Fitri Cahyati; I Nyoman Loka; Mukhtar Haris
Chemistry Education Practice Vol. 9 No. 1 (2026): Edisi Mei
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cep.v9i1.11058

Abstract

This study aims to determine the level of conceptual understanding and analyze the difficulties faced by class XI Group A students of SMAN 7 Mataram in understanding the concept of buffer solutions. The type of research used is descriptive quantitative. The study was conducted in class XI A3 and XI A4 with a total of 65 students. Data were collected using a Two Tier Multiple Choice (TTMC) test instrument with 17 valid questions. The results of this study are the level of understanding of the chemical concept of buffer solutions of class XI students of SMAN 7 Mataram is 61.1% which is classified as moderate, with the distribution of conceptual understanding being quite a lot of students who understand the concept (43.6%), a few students who have misconceptions (35.0%) and do not understand the concept (21.4%). The conceptual understanding of class XI A3 students in each sub-material of buffer solutions with the highest category being quite a lot of students who understand the concept (58.1%) in the material of the definition of buffer solutions, quite a lot of students who have misconceptions (52.4%) in the material of types and components of buffer solutions, and quite a lot of students who do not understand the concept (45.7%) in the material of differences in buffer solutions. The conceptual understanding of class XI A4 students in each sub-material of buffer solutions with the highest category is quite a lot of students who understand the concept (51.1%) in the material on the definition of buffer solutions, quite a lot of students have misconceptions (43.4%) in the material on the working principles of buffer solutions, and a few students who do not understand the concept (23.5%) in the material on the role of buffer solutions in the human body.
Pengembangan Buku Saku Kimia Materi Stoikiometri Aida Fitri Isnaini; Mukhtar Haris; Dodiy Firmansyah
Chemistry Education Practice Vol. 9 No. 1 (2026): Edisi Mei
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study was motivated by students' difficulties in understanding stoichiometry material, which is abstract and involves many calculations, thus requiring practical, concise, and easy-to-use learning media. This study aims to test the validity, reliability, and practicality of the developed chemistry pocketbook on stoichiometry material. The research method used is Research and Development (R&D) with a 4D development model that includes the stages of define, design, develop, and disseminate. The subjects of this study consisted of chemistry education lecturers at FKIP University of Mataram, and chemistry teachers from SMAN 1 Labuapi for the purposes of validating the pocketbook and 18 students of class XI A of SMAN 1 Labuapi for the purposes of testing the practicality of the pocketbook. The data collection technique used was a questionnaire. The data analysis technique used the Aiken's V formula to calculate expert validation, the Pearson Product Moment formula to calculate empirical validation, Percentage Agreement to measure the reliability of the pocketbook and Cronbach's Alpha to measure the reliability of the practicality, and a practicality percentage analysis to assess students' responses to the pocketbook. The results of the study showed that the expert validity value was in the valid category (V = 0.74), the reliability of pocketbook  was 97% in the excellent category,  and the practicality of the pocketbook received an average of 88% with a very practical category. Thus, it can be concluded that the developed chemistry pocketbook on stoichiometry material is suitable for use as a learning media that can help students understand the basic concepts of stoichiometry more easily, interestingly, and efficiently.

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