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Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education)
Published by Universitas Negeri Medan
ISSN : 26850761     EISSN : 26850850     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Jurnal Inovasi Pembelajaran Kimia ini berisi tentang inovasi pembelajaran dan pendidikan kimia, pengembangan media pembelajaran, model pembelajaran dan penelitian yang terkait dengan bidang pendidikan kimia.
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 231 Documents
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The effectiveness of Wordwall and Macromedia Flash on ProblemBased Student Learning Outcomes on Acids-Bases Imelda Prisilia Sinuhaji; Ani Sutiani
Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol. 7 No. 1 (2025): APRIL 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v7i1.67920

Abstract

Quality education requires a learning system that can develop the potential of students, one of which is through the development of effective learning media and models. However, in practice, learning media are often not used, learning models are monotonous, students' problem-solving abilities are low, and student activities are passive, resulting in low learning outcomes, especially in acid-base material. This study aims to determine the significant differences in learning outcomes between students using Wordwall and Macromedia Flash problem-based media on acid-base material in grade XI, as well as to assess the effectiveness of both media. The research method employed purposive sampling with a Two Group Pretest-Posttest design. Data were collected through cognitive learning achievement tests and analyzed using the Kolmogorov-Smirnov normality test, Levene's test for homogeneity, two-tailed t-test, two-way ANOVA, and N-Gain test with SPSS 26.0. The results of the study indicate that the learning outcomes of students using the Macromedia Flash media with the problem-based learning model were higher than those using the Wordwall media onacid-base material
Development of Chemistry E-Modules Based on Augmented Reality Technology on Hydrocarbon Material Nur Fitri Fadhilah; Haqqi Annazili Nasution
Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol. 7 No. 1 (2025): APRIL 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v7i1.67921

Abstract

This study aims to develop an Augmented Reality (AR)-based chemistry e-module on hydrocarbon material for use in learning at SMAS Cerdas Murni. Hydrocarbons are considered a challenging topic for students due to their abstract nature. The research adopts a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate), but is limited to theDevelop stage. The development process involved expert validation and user responses to determine the module's feasibility. Validation results showed scores of 90.91% from material experts and 92% from media experts, both categorized as highly feasible. Additionally, teacher responses reached 99% and student responses 91.34%, indicating a strong positive reception. These resultsdemonstrate that the AR-based e-module is not only valid and practical but also effectively supports interactive and innovative learning. It is suitable for enhancing students’ understanding of abstract chemical concepts, particularly hydrocarbons, and shows promise for broader implementation in the classroom.
Analysis of Students’ Learning Outcomes Using Problem-Based Virtual Lab and Monopoly on Reaction Rates Elisabeth Frenklin Pangaribuan; Ani Sutiani
Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol. 7 No. 1 (2025): APRIL 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v7i1.67940

Abstract

Learning outcomes constitute a fundamental metric in assessing the effectiveness of the educational process, as they encapsulate students' comprehension, mastery, and practical application of the knowledge and skills imparted during instruction. Within the educational framework, these outcomes function not only as indicators of the efficacy of pedagogical approaches and instructional media but also as essential references for the continuous evaluation and enhancement of teaching quality. This research seeks to examine the learning outcomes of students who were instructed using Virtual Lab and Reaction Rates Monopoly media, both implemented through a Problem-Based Learning (PBL) model. The participants in this study were students from classes XI Bio I and XI Bio II at SMAN 18 Medan, selected through purposive sampling techniques. Data analysis was conducted using a one-tailed t-test at a significance threshold of α = 0.05. The findings revealed that: (1) the mean learning score of students engaged with the problem-based Virtual Lab was 80.22, whereas those using the problem-based Reaction Rate Monopoly media achieved an average score of 70.00; and (2) students exposed to the problem-based Virtual Lab media attained significantly higher learning outcomes compared to their counterparts who used the problem-based Reaction Rates Monopoly media.
Development of Chemistry Learning Module Based on Discovery Learning on the Periodic Properties of Elements Rezika Rezika; Gulmah Sugiharti
Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol. 7 No. 1 (2025): APRIL 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v7i1.67941

Abstract

21st century education requires students to develop competitive skills known as 4C skills. This study aims to: (1) determine the feasibility of the discovery learning-based module that has been developed. (2) determine the practicality of using the discovery learning-based module that has been developed. This study was conducted with a Research & Development approach using the 4D model. This study was conducted at SMAN 1 Tiganderket. The results of this study indicate that the discovery learning module that was developed obtained an average validation of materials and media of 3.2 and 3.1 (feasible) while the average teacher response was 98% and student response was 99.76% (very good). This shows that the discovery learning module on the material of periodic properties of elements that was developed is feasible and very good for use in chemistry learning in high school.
The Effect of Problem-Based Learning and E-Modules on Student Motivation and Learning Outcomes in Hydrocarbons Alexander Robert Junianto Lumban Gaol; Bajoka Nainggolan; Henny Batu Bara
Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol. 7 No. 1 (2025): APRIL 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v7i1.67943

Abstract

This research conducted at SMA Negeri 2 Doloksanggul aims to: (1) determine the effect of the Problem-Based Learning (PBL) model assisted by E-Modules (4D) on improving student learning outcomes in hydrocarbon topics; (2) assess the influence of this model on increasing student learning motivation; and (3) examine the correlation between learning motivation and improved learning outcomes. Student learning outcomes in Experimental Class I improved by 82.29%, while in Experimental Class II, the improvement was 78.06%. Motivation scores averaged 79.94% in Experimental Class I, compared to 74.89% in the control class. The correlation test revealed a significant positive relationship between motivation and learning outcomes, with rtable < rcount (0.674 < 0.744), thus confirming that increased motivation contributes to improved academic performance. These findings support the use of E-Module-assisted PBL as an effective approach to enhance both student motivation and learning outcomes.
Motivation and Learning Outcomes in Acid-Base Topics Using Video-Assisted PBL and Discovery Learning Adlar Fadli; Panggabean, Freddy Tua Musa; Novita Aruan
Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol. 7 No. 1 (2025): APRIL 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v7i1.67947

Abstract

This study used a mixed qualitative and quantitative approach with 25 purposively selected students divided into two experimental classes. Experimental Class 1 learned acid-base material using Problem Based Learning (PBL), while Experimental Class 2 used Discovery Learning (DL), both assisted by learning videos. Pre-tests and post-tests were conducted to measure learning outcomesand motivation. Results showed average post-test scores of 82.00 for PBL and 76.40 for DL. Students with high motivation scored higher in both models (PBL: 74.27; DL: 74.36) compared to those with low motivation. A significant linear relationship was found between motivation and learning outcomes in both learning models.
The Effect of FSLC Model with Crossword Media on Interest and Learning Outcomes Desri Berliana Daeli; Ricky Andi Syahputra; Ani Sutiani; Iis Siti Jahro; Ratu Evina Dibyantini
Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol. 7 No. 1 (2025): APRIL 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v7i1.67973

Abstract

The FSLC (Formulate Share Listen Create) model is a cooperative learning approach. This study compares the FSLC model with crossword media to a conventional PowerPoint-based model and examines the correlation between students' learning outcomes and interest. The sample included 25 purposively selected students per class for experimental and control groups with similar backgrounds. Using a pretest-posttest control group design, the experimental class learned electrolyte and nonelectrolyte solutions via FSLC with crossword puzzles, while the control class used PowerPoint. Results showed higher average interest (86.60 vs. 80.40) and outcomes (83.30 vs. 79.70) in the experimental group, with F_calculated > F_table. A strong correlation was found between interest and outcomes in the experimental class (r = 0.931 > r_table = 0.396), with a determination index of 11%, indicating a positive relationship.
Developing a Problem-Based Student Worksheet Integrated with Scientific Literacy in Thermochemistry Maria Angelina Barus; Jamalum Purba
Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol. 7 No. 1 (2025): APRIL 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v7i1.67988

Abstract

The purpose of this study was to determine the feasibility and student response to the development of a Problem-Based Integrated Science Literacy Student Worksheet (LKPD) for Thermochemistry. The study used Research and Development (R&D) with the 4D development model (Define, Design, Develop, Disseminate). Purposive sampling was used to select 35 students from class XI IPA 1 of SMA Negeri 1 Bangun Purba as the experimental class. The instruments used were a BSNP-based feasibility assessment sheet and a student response questionnaire. The results showed that the developed LKPD was valid and highly suitable for use. This was demonstrated by the average feasibility score of 3.62. The results of the student response questionnaire showed an average score of 3.65, indicating a high level of student interest. It can be concluded that the development of a Problem-Based Integrated Science Literacy Student Worksheet (LKPD) integrated with science literacy is highly effective as a supplementary teaching material in schools because it can improve students' critical thinking skills and motivation to learn thermochemistry.
Needs Analysis of Innovative Chemistry Teaching Materials Integrated with Ethnopedagogy Oriented to 21st Century Learning Siswanto, Siswanto; Tarigan, Anjany Tasya Surabika; Silaban, Ramlan; Situmorang, Manihar
Jurnal Inovasi Pembelajaran Kimia Vol. 7 No. 2 (2025): OCTOBER 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v7i2.68601

Abstract

21st-century education emphasizes six core competencies: critical thinking, creativity, collaboration, communication, character, and citizenship. However, the PISA 2022 results indicate that Indonesia’s performance remains relatively low, highlighting the need for improvement in developing students’ essential skills. This study aims to analyze the needs for innovative chemistry teaching materials that are integrated with ethnopedagogy and oriented toward 21st-century learning as an effort to enhance students’ 21st-century competencies. This research employed a descriptive qualitative approach conducted at SMP Negeri 1 Sei Bingai, Langkat Regency, using interviews, observations, and document analysis. The data were analyzed through four stages: data collection, data reduction, data presentation, and conclusion drawing. The results showed that the current science textbooks do not adequately support the development of 21st-century skills, and teachers reported that students’ competencies in this area remain low. All science teachers expressed the need for teaching materials integrated with ethnopedagogical. Furthermore, 74% of students indicated a need for innovative learning materials, 90% desired the integration of ethnopedagogy, and 94% supported the implementation of 21st-century learning approaches. These findings highlight the need for innovative, contextual, and culturally based chemistry materials to enhance students’ 21st-century skills and learning experiences.
The Influence of the Discovery Learning Model Assisted by Kahoot Media on Learning Outcomes Karmina, Putri; Dewi, Ratna Sari
Jurnal Inovasi Pembelajaran Kimia Vol. 7 No. 2 (2025): OCTOBER 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v7i2.68679

Abstract

This study examined the effect of the Discovery Learning model assisted by Kahoot media on students' activities and learning outcomes on the topic of atomic structure. This study involved students of class X IPA SMA IT Jabal Noor Medan, with purposive sampling selecting class X PSP B as the experimental class (Discovery Learning with Kahoot) and class X PSP A as the control class (conventional learning). The test and non-test instruments used were valid, and the data met the assumptions of normality and homogeneity. The results showed that the experimental class achieved a higher average activity score (87.6) than the control class (76), with a significant difference (t count = 6.305 > t table = 2.023). The N-Gain score of the experimental class (0.83) also exceeded the N-Gain score of the control class (0.75). These findings indicate that the Discovery Learning model assisted by Kahoot is effective in increasing students' activities and learning outcomes in studying atomic structure.

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