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Journal of Educational Chemistry (JEC)
Published by Universitas Islam Negeri Walisongo Semarang
ISSN : 27153029     EISSN : 26854880     DOI : http://dx.doi.org/10.21580/jec.2020.2.1.5512
Core Subject : Science, Education,
Chemistry Education
Journal of Educational Chemistry (JEC) is a journal managed by Program Studi Pendidikan Kimia Fakultas Sains dan Teknologi Universitas Islam Negeri Walisongo Semarang (the Chemistry Education Department of Science and Technology Faculty, Walisongo State Islamic University). This Journal aims to accommodate all the writings of theoretical studies and research in the field of chemical education. This journal is published twice a year. Researchers and educational practitioners are welcome to disseminate their writings through this journal. Scope of writings published in this journal include: Learning chemistry Evaluation of chemistry education Chemistry education policy Integrating islamic value in chemistry education
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 14 Documents
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Search results for , issue "Vol. 6 No. 2 (2024)" : 14 Documents clear
Enhancing Chemistry Education Through The Integration of Rote Ndao Cultural Practices: An Ethnographic Exploration of Ethnochemistry Ardyansyah, Ananta
Journal of Educational Chemistry (JEC) Vol. 6 No. 2 (2024)
Publisher : Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2024.6.2.22321

Abstract

This study explores how integrating local cultural practices into chemistry education through ethnochemistry can provide a practical and relevant solution to these challenges. Conducted in Oeseli Village, a seven-day ethnographic study employed observations, interviews, and documentation to identify culturally significant products, such as Rote sugar, sopi (a traditional alcoholic beverage), and fried milk. These products were found to align with key chemistry concepts, including organic chemistry, fermentation, and particle interactions. By embedding these cultural assets into the chemistry curriculum, educators can enhance student engagement, contextualize learning, and overcome barriers imposed by the lack of traditional laboratory resources. The findings highlight the potential for using local traditions to foster a deeper understanding of chemistry while promoting science education that is both accessible and culturally relevant in remote regions like Rote Ndao. This approach encourages the development of a sustainable, localized educational model that can be adapted to other marginalized communities facing similar educational constraints.
Implementation of STEM-Integrated PjBL Based on Lesson Study: Improving Students' Critical Thinking Skills Nurdiana, Lizza; Winaryati, Eny; Maharani, Endang Tri Wahyuni; Ikhsan, Zanaton H; Rauf, Rose Amnah Abd; Salaffudin, Affan
Journal of Educational Chemistry (JEC) Vol. 6 No. 2 (2024)
Publisher : Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2024.6.2.22640

Abstract

This study aims to examine the application of lesson study design on chemistry material in improving critical thinking skills of students in class XI-2 SMA Negeri 2 Semarang. The research was conducted for three meetings involving the implementation of Project-Based Learning (PjBL) learning model with STEM (Science, Technology, Engineering, Mathematics) approach. The lesson study stages included planning, implementation, and reflection focusing on reaction rate material, involving students in collaborative activities such as designing and testing simple tools. The results showed that the application of the STEM-based PjBL model significantly improved students' critical thinking skills. This improvement can be seen from students' ability to identify, analyse, and solve problems based on relevant theories. The learning activities implemented, such as group discussions and windows shopping activities, also play an important role in improving interaction and collaboration between students. The implementation of STEM in PjBL not only deepens students‘ understanding of chemical concepts, but also increases students’ interest and active participation in the learning process. This study concludes that the application of STEM-based PjBL learning model, collaborated with lesson study, is able to improve critical thinking skills and the quality of chemistry learning on reaction rate material.
Development of Chemistry Flashcard (Chemilard) Based on Augmented Reality in Unity 3D for Chemical Bonding Material Setiawan, Riky; Harahap, Lenni Khotimah
Journal of Educational Chemistry (JEC) Vol. 6 No. 2 (2024)
Publisher : Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2024.6.2.22801

Abstract

The lack of variety in instructional media can be a starting point for the difficulty in creating an effective and enjoyable learning environment, particularly in chemistry subjects. The concepts in chemical bonding are abstract, making them difficult to apply contextually. Based on these issues, the researchers developed CHEMILARD (Chemistry Flashcard) media using augmented reality. This research employed the D&D (Design and Development) model. The subjects of this study were 6 expert validators in media and content, as well as 25 respondents. The data analysis techniques included Aiken’s analysis and percentage models. The study concluded that the validation of CHEMILARD media, developed across all assessment aspects, indicated that the product is feasible for trial implementation with a score of V=0.90 from media experts and V=0.91 from content experts. The respondents' test results showed an ideal media percentage of 90.3% and an overall media quality rating of 76.72, which is categorized as Very Good. This indicates that the augmented reality-based CHEMILARD media can significantly enhance the learning experience by making abstract chemical bonding concepts more tangible and easier to understand for students.
Didactical Design Based on Sharing and Jumping Tasks on Reaction Rate Law Sazaliana, Ade; Hendayana, Sumar; Supriatna, Asep; Nofri Yuhelman
Journal of Educational Chemistry (JEC) Vol. 6 No. 2 (2024)
Publisher : Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/journalofeducationalchemistry(jec).2024.6.2.23319

Abstract

In improving the quality of learning, it is necessary to develop a learning design that can facilitate the characteristics of students. The didactical design can facilitate the characteristics of students through sharing and jumping tasks. Sharing task is used to facilitate slow learner while jumping task is used to facilitate fast learner. Jumping task is not only beneficial for students with high academic ability, but also provides benefits for students with low academic ability. The purpose of this study is to develop the didactical design based on sharing and jumping tasks to enhance learning quality on the topic of reaction rate low. The research method used is didactical design research (DDR). Didactical design consisted of three steps i.e. (a) analysis of didactical situation before learning (prospective), (b) analysis of didactical situation during learning (metapedadidactical), and (c) analysis of didactical situation after learning (retrospective). The data was collected by test, observation, interview, documentation and recording (audio and video). The result showed that the didactical design on the topic of reaction was valid 

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