Journal of Educational Chemistry (JEC)
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
Articles
133 Documents
<![CDATA[Developing Interactive Augmented Reality Learning Media to Introduce Chemistry Laboratory Equipment in Senior High School ]]>
<![CDATA[Dani, Ahmat]]>;
<![CDATA[Zamhari, Muhammad]]>
<![CDATA[ Journal of Educational Chemistry (JEC) Vol. 7 No. 1 (2025) ]]>
Publisher : <![CDATA[Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/jec.2025.7.1.21090
<![CDATA[This research aimed to describe the validity or feasibility value of developing a game-based augmented reality learning application to introduce chemical laboratory equipment. The application developed was AR-LAB (Augmented Reality Laboratory), combining augmented reality technology with quizzes. This research employed development research using Richey and Klein's theory, which contains three steps: planning, production, and evaluation. The results show that the product's validity by material and media experts was 91.67% and 91.67%, respectively, in the very good category. The teacher assessment provided an average score of 112.4 from the ideal maximum score of 120, with an ideal level reaching 93.60% in the very good category. Meanwhile, testing by ten students obtained the maximum score in the very good category. The successfully developed media has the advantage of introducing laboratory equipment in three dimensions that are affordable and easy for students to learn about chemical laboratory equipment.]]>
<![CDATA[Think-Pair-Square: A Collaborative Approach to Enhancing Critical Thinking Skills in Chemical Equilibrium ]]>
<![CDATA[Natasya Sinaga, Hilga]]>;
<![CDATA[Hartati, Yuli]]>;
<![CDATA[Erika, Farah]]>
<![CDATA[ Journal of Educational Chemistry (JEC) Vol. 7 No. 1 (2025) ]]>
Publisher : <![CDATA[Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/jec.2025.7.1.28988
<![CDATA[Low levels of critical thinking skills among students on the topic of chemical equilibrium pose a significant challenge in chemistry education. This topic demands strong analytical, evaluative, and problem-solving abilities. This study aimed to investigate the effectiveness of the Think-Pair-Square (TPSq) learning model in enhancing students’ critical thinking skills. A pre-experimental one-group pretest–posttest design was employed, involving 59 students from two classes selected through cluster random sampling. Data were collected using a critical thinking skills test administered before and after the intervention, and analyzed using N-Gain and effect size. The results indicated a significant improvement in students’ critical thinking skills, with an average N-Gain of 0.48 (moderate category) and an effect size of 2.75 (very high category). These findings suggest that TPSq is an effective collaborative learning strategy for developing critical thinking skills in chemical equilibrium and can serve as an alternative instructional method that promotes student interaction and discussion.]]>
<![CDATA[Development of a Three-Tier Chemical Equilibrium Multiple-Choice Test to Assess Higher-Order Thinking Skills Based on Brookhart’s Categories ]]>
<![CDATA[Fauziyah, Neneng]]>;
<![CDATA[Feronika, Tonih]]>;
<![CDATA[Yunita, Luki]]>
<![CDATA[ Journal of Educational Chemistry (JEC) Vol. 6 No. 1 (2024) ]]>
Publisher : <![CDATA[Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/jec.2023.5.2.12438
<![CDATA[This study aimed to develop and validate the Three-Tier Chemical Equilibrium Multiple-Choice Test–HOTS (TTCEMCT–HOTS) instrument. The method employed in this study was Research and Development (R&D) based on Brookhart’s (2010) indicators of higher-order thinking skills. The development procedure began with a preliminary study, followed by product draft planning and product development. These stages were succeeded by an empirical analysis of the TTCEMCT–HOTS to determine the test instrument’s validity, reliability, difficulty level, and discriminating power. The TTCEMCT–HOTS instrument was implemented with Class XI students of SMAN 4 in South Tangerang City. The results of the study were as follows: (1) the developed TTCEMCT–HOTS instrument met the criteria of 32 valid questions, with a reliability coefficient of 0.82 in the “very high” category, a “moderate” difficulty level, and “good” discriminating power; (2) 46.42% of students could solve HOTS questions, while 53.58% could not; (3) the TTCEMCT–HOTS instrument received a positive response from 80.6% of participants, placing it in the “good” category. This study is expected to provide an alternative method for measuring students' higher-order thinking skills using a three-tier test instrument integrated with HOTS indicators.]]>
<![CDATA[Analysis of The Effect of Gender on High School Students' Misconceptions ]]>
<![CDATA[Kristyasari, Marantika Lia]]>;
<![CDATA[Pongkendek, Jesi Jescen]]>
<![CDATA[ Journal of Educational Chemistry (JEC) Vol. 5 No. 2 (2023) ]]>
Publisher : <![CDATA[Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/jec.2023.5.2.14997
<![CDATA[Misconceptions are a problem always faced in education, one of which is in the field of science, especially in chemistry. One of the chemical materials that students consider pretty challenging to understand because it is abstract, making it possible for misconceptions to occur, is chemical bonding. Misconceptions among students need to be identified quickly so they can be addressed immediately so they do not interfere with further learning. This research aims to determine the relationship between gender and the misconceptions of SMA YPK in Merauke Regency regarding chemical bonding material. Research data was analyzed quantitatively descriptively using the Polytomus Rasch Model. The respondents in this study were 76 Class X high school students who were selected using simple random sampling with 46 female and 30 male students. The research results showed that male students' average percentage of misconceptions was 31.9% (medium category), and female students were 18.6% (low type). The question indicators show that the highest percentage of misconceptions is in the question indicator for determining valence electrons; male students are 60% (medium category), and female students are 49% (medium type). Based on the overall misconception results regarding chemical bond indicators, gender influences the level of misconceptions of high school students in the city of Merauke.]]>
<![CDATA[KIMI.AR Application for Easier and Interactive Chemistry Learning ]]>
<![CDATA[Irawan, Elysa Nensy]]>;
<![CDATA[Salman, Fauzie]]>;
<![CDATA[Putri, Aisyah Aira]]>;
<![CDATA[Sakti, Rizky Hamdani]]>;
<![CDATA[Mulya, Tri Seda]]>;
<![CDATA[Venica, Liptia]]>
<![CDATA[ Journal of Educational Chemistry (JEC) Vol. 5 No. 2 (2023) ]]>
Publisher : <![CDATA[Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/jec.2023.5.2.16077
<![CDATA[Chemistry is a crucial subject since it covers the structure and makeup of the world around us. However, chemistry is frequently cited as a subject that students dislike. Most secondary school pupils believe that chemistry is difficult, uninteresting, and unimportant. Therefore, an improvement in learning technic is needed. An application called KIMI.AR was created in this research. KIMI.AR is a learning media in the form of a mobile-based augmented reality application regarding elements and the formation of chemical reactions that are expected to solve high school students' problems in the chemistry learning process. What makes the KIMI.AR application better than other chemistry learning applications is the focus on the displayed material according to the user's level and displaying descriptions in addition to 3D visualization that students can access through their respective Android devices. So, through the KIMI.AR application, learning chemistry becomes easier and more interesting.]]>
<![CDATA[The Implementation of Culturally Responsive Teaching to Improve Students' Learning Outcomes and Activity ]]>
<![CDATA[Rahayu, Binti Nuriyati]]>;
<![CDATA[Muchlis, Muchlis]]>;
<![CDATA[Mumpuni, Ariwati Wahyu]]>
<![CDATA[ Journal of Educational Chemistry (JEC) Vol. 5 No. 2 (2023) ]]>
Publisher : <![CDATA[Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/jec.2023.5.2.16407
<![CDATA[This study aims to determine the increase in students’ learning outcomes and activity through the implementation of Culturally Responsive Teaching (CRT) to solubility and solubility product material in Class XI-MIPA G SMAN 1 Kediri. This research was conducted using the classroom action research model developed by Kemmis and Taggart which consisted of plan, action, observe, and reflect in two cycles. The data obtained was in the form of quantitative data, namely learning outcomes and qualitative data, namely observation sheets. Quantitative data analysis was carried out using descriptive statistical techniques with percentage formulas and descriptions for qualitative data. In the pre-action, students’ learning outcomes and activity were obtained with a mean of 57.2 and 63.8. In Cycle I, students’ learning outcomes increased by an average of 80.0 and students’ activity increased by an average of 71.4, while students’ learning outcomes increased by 89.1 and students’ activity increased by 91.4 in Cycle II. The results showed that the implementation of CRT can improve students’ learning outcomes and activity in Class XI-MIPA G SMAN 1 Kediri.]]>
<![CDATA[Cybercrime: An Empirical Study of its Impact on Society- A Case Study of Chemistry Students ]]>
<![CDATA[Al-Ani, Ahmed]]>;
<![CDATA[Yousif, Ahmed A]]>;
<![CDATA[Ahmed, Waled Abdo]]>;
<![CDATA[Yousif, Emad A]]>
<![CDATA[ Journal of Educational Chemistry (JEC) Vol. 6 No. 1 (2024) ]]>
Publisher : <![CDATA[Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/jec.2024.6.1.17010
<![CDATA[Cybercrime is considered one of the most significant crimes effecting people and society. Computer network are involved in this type of crime, with various hackers participating. Through such crime, identities and much information of the victims are stolen. Many students, especially international students and young individuals, fall victim to this fraud. This study focuses on raising awareness among people to avoid scammer’s link or unknown websites that seek to obtain their information. This will be achieved by organizing different questionnaires by teaching staff at one of the Iraqi Universities in this field, to be answered by undergraduate and postgraduate students. The statistical analysis conducted on this group showed that students are more educated and aware, making them less likely to fall victim to these types of crime. This is a result of the knowledge and skills these students acquired through technology and various sessions and training at universities or other resources.]]>
<![CDATA[The Influence of Science, Technology, Engineering, and Mathematics (STEM) Learning Models to Improve Students' Critical Thinking Skills ]]>
<![CDATA[Gusman, Tania Avianda]]>;
<![CDATA[Listanty, Ruri Vhirgiani]]>;
<![CDATA[Azizah, Dewiantika]]>
<![CDATA[ Journal of Educational Chemistry (JEC) Vol. 5 No. 2 (2023) ]]>
Publisher : <![CDATA[Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/jec.2023.5.2.18426
<![CDATA[Low learning activity in science students causes a decrease in critical thinking skills. This can be seen from the results of learning redox material under the Kriteria Ketuntasan Minimal (KKM) of 75 in one of the high schools in Cirebon. Therefore, this study aims to improve students' critical thinking skills by using the Science, Technology, Engineering, and Mathematics (STEM) model for redox material in class X IPA MAN 1 Cirebon City. The research method used a Nonequivalent Control Group Design. Sampling was carried out by Purposive sampling consisting of class X IPA 5 as an experimental class and class X IPA 4 as a control class. The instruments used are critical thinking ability tests, observation sheets, and questionnaires. The selection of a sample based on the KKM of a class was revealed from discussions with a chemistry teacher. The development of the T-test obtained a sig value. 0.000 < 0.05 and an n-gain score of 0.71 with the highest category. The results showed improved critical thinking skills after being given STEM learning. Students respond very well to the teaching that has been done using the STEM model. Based on the results of the t-test and N-gain test, it can be concluded that the Science, Technology, Engineering, and Mathematics (STEM) learning model can improve students' critical thinking skills on redox material.]]>
<![CDATA[Dancing with Falsification: The Dynamic of Chemistry Atomistic Theories Across Centuries ]]>
<![CDATA[Fibonacci, Anita]]>;
<![CDATA[Kadarohman, Asep]]>;
<![CDATA[Nahadi, Nahadi]]>;
<![CDATA[Anwar, Sjaepul]]>;
<![CDATA[Hernani, Hernani]]>
<![CDATA[ Journal of Educational Chemistry (JEC) Vol. 5 No. 2 (2023) ]]>
Publisher : <![CDATA[Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/jec.2023.5.2.19054
<![CDATA[This research aimed to explore the contribution of the falsification process to the progress of science in the field of atomic theory. The analysis focused on the history of atomic development and how this theory underwent a process of falsification. This research was qualitative research using a literature study with a narrative review method. The results showed that the development of a theory, including the theory of atoms, has undergone many improvements. Falsification is an essential aspect of scientific progress, especially in atomic theory, involving testing the theory through experimentation and observation to determine accuracy. In the development of atomic theory, falsification played a key role, as in Dalton's atomic theory. Although revolutionary, subsequent experiments revealed subatomic particles, resulting in the falsification of Dalton's ideas and the emergence of a more complex understanding of atomic structure. The evolution of atomic theory shows that scientific knowledge is dynamic, continuing to develop through falsification. New evidence continues to refine ideas, ensuring scientific knowledge accurately reflects the natural world. The scientific method emphasizes openness to falsification, stating that theories must be testable and can be replaced when significant evidence refutes the theory. This openness is the basis for scientific progress and a deeper understanding of the universe.]]>
<![CDATA[Impact of Visual Audio Media on Learning Results on Class XI Reaction Speed Material ]]>
<![CDATA[Ratman, Ratman]]>;
<![CDATA[Walanda, Daud Karel]]>;
<![CDATA[Amalia, Maryam]]>
<![CDATA[ Journal of Educational Chemistry (JEC) Vol. 6 No. 2 (2024) ]]>
Publisher : <![CDATA[Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/jec.2024.6.2.19895
<![CDATA[The study aims to describe the impact of the use of audiovisual media in the form of video learning on the learning results of students at Sigi District State High School 10. The research method is quantitative research with a type of quasi-experimental research or experimental experiment with a design pretest-posttest control group design. The differences in learning results on reaction speed between experimental and control classes are shown by the results of Wilcoxon and Mann Whitney's statistical analysis tests. The results of the Wilcoxons and Mann whitney statistical analytics tests on the post-test values of experimental classes and the control classes both show the significance values Asymp.Sig.(2-tailed) = <0,000. Because of the signification values Asymp.Sig.(2-tailed) = 0,000 < 0,05. Then from the two results of these statistical analyses it can be concluded that there is an influence of the use of audiovisual media in the form of video learning on the learning outcomes of students in SMAN 10 Sigi.]]>
