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Teguh Wibowo
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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 142 Documents
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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 
Reconstruction of Indigenous Knowledge into Scientific Knowledge in the Production Process of Batik Linggo Riky Setiawan; Wibowo, Teguh; Ariyatun
Journal of Educational Chemistry (JEC) Vol. 5 No. 2 (2023)
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.2023.5.2.24903

Abstract

This study aims to reconstruct indigenous knowledge into scientific knowledge in the production process of Batik Linggo carried out in Singorojo District, Kendal Regency, Central Java, Indonesia. The description of this study is a number of scientific knowledge from the reconstruction of indigenous knowledge about the production of Batik Linggo. This study uses a qualitative descriptive method through interviews, direct observation, and literature study on the production of Batik Linggo. This research focuses on the Production Process description of Batik Linggo, especially the knowledge of Batik craftsmen related to raw materials and the production process of Batik Linggo. The data obtained were analyzed, verified, constructed into scientific knowledge, and interpreted to obtain meaningful information. Based on this research, it can be concluded that there is local wisdom found in the production of Batik Linggo that can be reconstructed into scientific knowledge.
The Application of Ethno-ESD as a Strategy to Strengthen Sustainable Environmental Attitudes in Chemistry Education Students Ariyatun Ariyatun; Sudarmin Sudarmin; Sri Wardani; Woro Sumarni; Maria Paristiowati
Journal of Educational Chemistry (JEC) Vol. 7 No. 2 (2025)
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.2025.7.2.30470

Abstract

This study aims to analyze the effectiveness of the Engineering Design Project learning model based on Ethno-ESD in actualizing sustainable environmental literacy in Chemistry Education students. The method used was a quasi-experiment with the design of the One-Shot Case Study involving 46 fifth-semester students. The environmental literacy measurement instrument which includes the aspects of Sustainability Environmental, Sustainability Social, and Sustainability Economic was validated using Aiken's V analysis. After Ethno-ESD learning was applied, the test result data was analyzed through normality, homogeneity, and one-way ANOVA tests to determine the effectiveness of the treatment. The results show that all data are distributed normally and homogeneously, thus qualifying parametric analysis. The ANOVA test produced a value of F = 20.365 with a significance of 0.000, which indicates that the Ethno-ESD learning model has a significant effect on improving students' sustainable environmental literacy. This finding confirms that the integration of local wisdom with the principles of Education for Sustainable Development is able to improve students' knowledge, attitudes, and sustainable behaviors in the context of environmental chemistry learning. The Ethno-ESD model is recommended as an innovative approach to strengthen sustainable environmental literacy in higher education.
Effectiveness of Implementing the Lithium Application (Epub Reader) to Reduce Misconceptions on Chemical Equilibrium Material Dian Rani Minggus; Afadil Afadil; Sitti Rahmawati; Vanny M.A. Tiwow
Journal of Educational Chemistry (JEC) Vol. 7 No. 2 (2025)
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.2025.7.2.20042

Abstract

Effectiveness in learning is the achievement of a learning process appropriate and in line with the learning objectives that have been designed, where this success can be achieved because there is a reciprocal relationship between students and educators when learning takes place so that it is able to increase students' interest in participating of learning. The aim of this research is to test the effectiveness of applying the Lithium application to reduce students' misconceptions about Chemical Equilibrium material. The type of research used in this research is research and development (R&D). Research and development is a process carried out to produce a particular product and test the effectiveness of the resulting product. Based on the results of the pretest and posttest for experimental class 1 and experimental class 2, the average percentage results for reducing students' misconceptions in the Chemical Equilibrium material using the Lithium application were 18.3% and 19.4%, respectively. With the N-Gain score level for experimental classes 1 and 2 respectively 0.70 and 0.71 in the High category, while the interpretation of the effectiveness of the N-Gain score for each experimental class is 70.04% and 70, respectively 58% are in the Fairly Effective category.
Digital Literacy and Intrinsic Motivation in Chemistry Learning: A Case Study of High-Achieving Students Utari Aulia Tianda Saputri; Anggi Desviana Siregar; Tri Saslina Saslina
Journal of Educational Chemistry (JEC) Vol. 7 No. 2 (2025)
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.2025.7.2.22951

Abstract

This study examines the impact of digital literacy and intrinsic motivation on students' academic success, particularly in chemistry at SMA Negeri 1 Kerinci. Employing a descriptive qualitative approach with a case study design, the research focused on 10 high-achieving students from the National Science Competition (KSN). Data were gathered through observations and in-depth interviews, then analyzed using Miles and Huberman's qualitative analysis method, which involves data reduction, data display, and conclusion drawing. The findings reveal that students with strong digital literacy skills are adept at locating, utilizing, selecting, evaluating, and applying digital information to enhance their learning. These students actively seek information from reliable sources, verify its accuracy, and produce original work. High intrinsic motivation is reflected in their dedicated study habits, persistence, and thorough exam preparation. To maintain motivation, students employ strategies such as effective time management and collaboration with peers. The synergy between strong digital literacy and high intrinsic motivation significantly boosts academic achievement. Thus, fostering both digital literacy and intrinsic motivation is essential in education, especially in science.
The Influence of the TAPPS (Thinking Aloud Pair Problem Solving) Learning Model on the Cognitive Abilities of Reaction Rate Material Moh. Firmansyah Firmansyah; Kasmudin Mustapa; Ijirana Ijirana; Ratman Ratman
Journal of Educational Chemistry (JEC) Vol. 7 No. 2 (2025)
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.2025.7.2.25822

Abstract

This research aims to determine the effect of the TAPPS (Thinking Aloud Pair Problem Solving) learning model on the cognitive abilities of class XI students in reaction rate material at SMA Negeri 1 Ampibabo. The population in this study were all students of SMA Negeri 1 Ampibabo, totaling 150 people consisting of 5 classes. This type of research is a type of quasi-experimental research with a research design using pretest and posttest experimental groups and control groups. Sampling was carried out based on purposive sampling with a research sample of XI IPA E totaling 35 students as the experimental class using the TAPPS learning model, XI IPA A totaling 35 students as the control class using the learning model conventional. Data collection techniques use test techniques. Based on the research results, it can be concluded that there is an influence of the TAPPS learning model on reaction rate material on students' cognitive abilities at SMA Negeri 1 Ampibabo. This is based on the results of calculations using the SPSS Version 25 application where the Sig value (2-tailed) = 0.029 < 0.05, then Ha is accepted and Ho is rejected, meaning that there is a significant influence between the use of the TAPPS learning model on reaction rate material on the cognitive abilities of class XI students in the Reaction Rate material at SMA Negeri 1 Ampibabo.
Development of Diagnostic Test Instruments as Placement Tests to Determine Students’ Cognitive Learning Levels on Acid-Base Material Saifatun Nur Hafidzah Fida; Rinaningsih Rinaningsih
Journal of Educational Chemistry (JEC) Vol. 7 No. 2 (2025)
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.2025.7.2.27138

Abstract

This study aims to determine the validity and discriminatory power of diagnostic test instruments as placement tests on acid-base material and to determine the level of students' cognitive learning. This diagnostic test instrument development research refers to the Research & Development (R&D) development method. Data collection in this study used tests, interviews, and questionnaires. The research stage begins with potential problems, data collection, product design stage, development of diagnostic test instruments and validation by experts, validity tests, difficulty level tests, and discriminatory power tests on small-scale tests and interpretation of students' cognitive levels on large-scale trials. The results of the assessment by expert validators showed that the criteria for the developed instrument were valid. The results of the analysis of the validity of the test items obtained 25 valid question items. The results of the test of the level of difficulty of the questions obtained 11 easy criteria questions and 14 medium criteria questions. The results of the discriminatory power test obtained 25 question items with very good discriminatory power. The results of the large-scale trial showed that the average interpretation of the results of the diagnostic test instrument was 78.81%. The percentage of students who passed the test was 70.3% while the percentage of students who failed was 30%. This shows that the diagnostic test instrument is effective in that it can improve students' understanding of acid-base chemistry material.
Design of The Heyzine Flipbook Interactive E-Module Based on SDGs for The Course Fundamentals of Islamic Science Sabarni Sabarni; Chusnur Rahmi; Raudhatul Maghfirah
Journal of Educational Chemistry (JEC) Vol. 7 No. 2 (2025)
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.2025.7.2.29551

Abstract

This research aims to develop and test the validity and effectiveness of an interactive Heyzine Flipbook e-module based on SDGs for the course fundamentals of islamic science. This research uses the Research and Development method with the ADDIE approach. The subjects are 20 students from the Chemistry Education Study Program. The data was collected using a needs questionnaire, a validity questionnaire, a student response questionnaire, and a student ability test. The research results show that e-module has a very high validity level with an Aiken’s V index of 0.98, it is declared very suitable for use in learning. Based on the hypothesis test using the Wilcoxon Signed-Rank Test, a p-value of 0.000084 < 0.05 proving a significant difference between the students' pretest and posttest scores. The effectiveness of e-modul is also reinforced by the acquisition of an N-Gain score of 0.76 (high category) and effect size of 0.458 (moderately effective). Based on these findings, the Heyzine Flipbook interactive e-module based on the SDGs was very well received by students and proved effective in significantly improving learning outcomes in the course.
Optimizing Generic Science Skills on the Concept of Reaction Rate Through Integration of Vak Strategies: A Comparative Analysis of Learning Effectiveness Yenni Kurniawati; Hazilah Fakhraini; Adia Heriana Putri; Veni Rafni
Journal of Educational Chemistry (JEC) Vol. 8 No. 1 (2026)
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

Abstract

The topic of reaction rates is considered difficult to teach to eleventh-grade science students because it is abstract and requires strong logical reasoning as well as well-developed observational skills. This study aimed to examine the effect of the Visualization Auditory Kinesthetic (VAK) learning model on students’ generic science skills in reaction rate material. A quantitative approach with an experimental design was employed. The results showed that the VAK learning model had a statistically significant effect on students’ generic science skills, as indicated by the t-test result (t = 4.562 > ttable = 1.998 at α = 0.05). Among the assessed indicators, direct observation showed the most significant improvement, achieving the highest average score of 90%. This was followed by indirect observation (87%), causal reasoning (83%), modeling (80%), and abstraction (75%). These findings indicate that the VAK learning model is particularly effective in enhancing students’ observational abilities in learning abstract chemistry concepts. Therefore, the VAK model is recommended as an alternative instructional approach in chemistry learning.

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