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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 Deep Dialogue/Critical Thinking (DD/CT) Instruction on Scientific Reasoning Ability Tampubolon, Erna Helena M; Sitepu, Christina
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.v7i2.69036

Abstract

Science inherently involves a process of reasoning, fostering honest, objective, critical, systematic, and creative attitudes, and shaping one's character and thought patterns to support informed conclusion-making. The Deep Dialogue/Critical Thinking (DD/CT) learning model is considered innovative as it encourages student activeness in the learning process by prompting them to seek knowledge and discover concepts, often leveraging technology to maximize interaction. This study investigated the impact of the DD/CT learning model on the mathematical reasoning ability of tenth-grade students at FKIP Universitas HKBP Nommensen. This research employed a quantitative approach, utilizing a quasi-experimental pretest-posttest control group design that involved both experimental and control classes. The research instruments underwent validity, reliability, discrimination, and difficulty testing, and the data met the prerequisites for normality and homogeneity. An independent t-test (α = 0.05) yielded a p-value of 0.004, indicating a statistically significant difference between the groups. Therefore, the DD/CT model has a positive effect on students’ mathematical reasoning skills.
The Relationship Between Collaborative Skills and Chemistry Learning Achievement Raihanah, Dinnah; Ridwan, Achmad; Rahmawati, Yuli
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.v7i2.69105

Abstract

Abstract: This study investigates the relationship between students’ collaborative skills and their achievement in chemistry learning, particularly on the topic of acid–base concepts. Collaborative ability plays an essential role in supporting effective learning and knowledge construction, especially in cooperative classroom settings. The research involved 255 eleventh-grade students who completed both a collaborative skills questionnaire and a chemistry achievement test. The collaborative skills instrument consisted of 23 items covering 11 dimensions, while the achievement test assessed students’ understanding of acid–base concepts. Data were analyzed using Spearman’s correlation after confirming normality and identifying a non-linear relationship. The results revealed a positive and significant correlation between collaborative skills and learning achievement (r = 0.501; p < 0.001), with a determination coefficient of 25.1%. These findings indicate that students with stronger collaborative skills tend to achieve higher levels of conceptual mastery in chemistry. Overall, the study emphasizes the importance of developing collaboration competencies to enhance academic performance in science learning.
The Relationship Between Interpersonal Communication Skills and Student Problem-Solving Ability in Chemistry Learning Fadilah, Astri; Ridwan, Achmad; Rahmawati, Yuli
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.v7i2.69109

Abstract

Problem-solving in chemistry is a multifaceted process influenced by both cognitive and social factors, including students’ interpersonal communication skills. This study aimed to examine the relationship between students’ interpersonal communication skills and their problem-solving ability in chemistry learning. A quantitative correlational design was employed, involving 157 eleventh-grade students from SMA Labschool Jakarta, Cibubur, and Cirendeu. Students’ problem-solving ability was measured using a multiple-choice multiple-answer (MCMA) test, while their interpersonal communication skills were assessed using the Interpersonal Communication Competence Scale (ICCS). The results showed a significant but weak positive correlation (r = 0.294) between the two variables, indicating that students with stronger interpersonal communication skills tend to perform better in solving chemistry problems. Although the contribution of interpersonal communication was relatively small, it suggests that social interaction and communicative engagement play a meaningful role in supporting cognitive performance. These findings underscore the importance of fostering interpersonal communication within chemistry education to enhance students’ problem-solving outcomes.
Digital Literacy and Intrinsic Motivation of High-Achieving Students in Chemistry Learning at Senior High School Saputri, Utari Aulia Tianda; Siregar, Anggi Desviana; Saslina, Tri
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.v7i2.69159

Abstract

This study examines the digital literacy and intrinsic motivation of high-achieving chemistry students at SMA Negeri 1 Kerinci in the 2024/2025 academic year, and explores the relationship between these variables. The sample comprised science program students who participated in the National Science Olympiad (KSN). Using a mixed-methods sequential explanatory design, quantitative data were collected through questionnaires based on six digital literacy indicators and three intrinsic motivation indicators, followed by structured interviews for qualitative insights. Results showed that students demonstrated high digital literacy in “Uses to Produce Original Work” and “Considers Source,” but lower performance in “Selects.” Their intrinsic motivation was also high, particularly in learning activity, perseverance, and exam resilience. The Pearson correlation test indicated a significant positive relationship between digital literacy and intrinsic motivation (r = 0.679, p < 0.05), suggesting that improved digital literacy enhances students’ internal drive to learn. Overall, the findings underscore the need to integrate digital literacy into chemistry learning strategies to foster greater motivation and holistic academic achievement among students.
Integrating Multiple Representations and Augmented Reality in Maritime Chemistry E-Module Based on IMO 7.04 Suryaningsih, Encis Indah; Nafillah, Khoirotun; Aprillina, Aprillina
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.v7i2.69280

Abstract

Chemistry is essential for maritime engineering students, but many concepts are abstract and difficult to understand due to limited resources that integrate macroscopic, microscopic, and symbolic representations. This study aimed to develop and validate a maritime chemistry e-module that combines multiple representations with Augmented Reality (AR) technology, aligned with IMO Model Course 7.04. The research employed the ADDIE development model, consisting of five stages: analysis, design, development, implementation, and evaluation. Data were collected through expert validation sheets and student response questionnaires, and analyzed using percentage analysis. The results showed that the e-module achieved very valid criteria, with average feasibility values of 92.75% for material and 98.09% for media aspects. Student responses indicated high acceptance in terms of appearance, design, ease of use, content comprehension, interactivity, engagement, and perceived benefits, with an overall score of 87.36% classified as very good. In conclusion, the multiple representation-based AR e-module provides maritime engineering students with a practical, contextual, and engaging learning tool, enhancing conceptual understanding in maritime chemistry.
A Phenomenology of Project Based Learning in Vocational Analytical Chemistry Education Silvia, Debora; Munzil, Munzil; Yahmin, Yahmin
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.v7i2.69457

Abstract

This study aims to explore the challenges, strategies, and impacts of implementing Project-Based Learning (PjBL) in the Analytical Chemistry program at Vocational High Schools (SMK). Using a qualitative phenomenological approach, data were collected through interviews, observations, and documentation involving teachers and students actively engaged in PjBL activities. The analysis followed Moustakas’s phenomenological steps, including data reduction, categorization, and interpretation. The findings revealed three key themes: (1) resource and infrastructure limitations, (2) teachers’ adaptive and innovative strategies, and (3) students’ creativity and entrepreneurial motivation. Despite facing financial and facility constraints, teachers demonstrated resilience by utilizing local resources, modifying learning designs, and applying reflective assessment. Students, in turn, showed high creativity and problem-solving skills by developing innovative chemical-based products that integrated environmental awareness and entrepreneurship. The study concludes that PjBL effectively enhances students’ higher-order thinking, creativity, and motivation in vocational chemistry learning. However, its sustainability depends on institutional support, adequate funding, and collaboration with industry. These findings highlight the importance of developing structured, project-based digital modules to strengthen teacher competence and ensure meaningful, future-oriented learning in vocational education.
Development of a Chemistry E-module with a STEM-Integrated Project Based Learning Model on Chemical Equilibrium Material Ibrahim, Taufik Ali; Sutiani, Ani
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.v7i2.69594

Abstract

The purpose of this study is to develop an e-module with an Integrated Project Based Learning (PjBL) Model for Science, Technology, Engineering, and Mathematics (STEM) on Chemical Equilibrium, and to measure the level of validity and student response to the e-module. This study uses the Research and Development (R&D) method with a 4D development model that includes the Define, Design, Develop, and Disseminate stages. The research subjects were 39 students of class XI A Plus of SMA Negeri 1 Kutacane in the 2024/2025 academic year. The instruments used included an interview questionnaire, a validation questionnaire from material and media experts, and a student response questionnaire. The validation results by material experts showed a validity level of 97.2%, while the validation results by media experts showed a validity level of 97.3%, both of which are in the very valid category. Meanwhile, the results of the level of practicality by teachers towards the e-module were 92% which was said to be very practical, and the results of the student response questionnaire towards the e-module showed an average value of 92%, which was included in the very practical category.
Analysis and Training of Innovative Learning through the Use of the Irydium Application in Basic Chemistry Practicum Ramadhani, Sitti Fatimah; Islam, Muhammad Fajar; Parubak, Apriani Sulu
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.v7i2.69600

Abstract

The development of technology in education, particularly in chemistry education, demands innovation in laboratory activities to enhance their effectiveness and efficiency. One such innovation is the Irydium Application, a digital-based platform for basic chemistry practicum. This study aims to determine the effectiveness of using the Irydium Application among students of the Chemistry Education Study Program who have completed the School Field Introduction Program (Pengenalan Lapangan Persekolahan/PLP). The research began with a training session on the use of the Irydium Application prior to data collection. A descriptive qualitative method was employed, with data collected through interviews, surveys, and observations to obtain a comprehensive understanding of the changes and impacts associated with the application’s use in basic chemistry practicum activities. The results show that the Irydium Application is highly needed by PLP students to support laboratory practices in schools. However, students were only introduced to this application after the training. Students also agreed that the Irydium Application is easy to install and operate, and it can significantly enhance the effectiveness of chemistry practicum activities in schools. Therefore, the integration of the Irydium Application can serve as an innovative and technology-based approach to improving chemistry learning and practicum experiences.
Development of E-Module Discovery Learning Integrated Science Literacy by Kvisoft Flipbook Maker on Chemical Equilibrium Lingga, Jeremi Ramon; Nainggolan, Bajoka
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.v7i2.69652

Abstract

Chemical equilibrium is an abstract concept illustrated by concrete examples requiring understanding of macro, submicroscopic, and symbolic levels and their interconnections. Observations at SMAN 2 Sidikalang show that learning still relies on textbooks, especially for chemical equilibrium, which limits student engagement and creativity due to minimal technology use. This research aims to obtain the development of an e-module Discovery Learning integrated science literacy by Kvisoft Flipbook Maker on chemical equilibrium to improve student learning outcomes and obtain positive responses from students. This research uses the type of Research and Development (R&D) using a 4D development model. The e-module developed was validated by material experts and media experts, consisting of 2 chemistry lecturers and 1 chemistry teacher. The results of this study are 1) The E-module was deemed highly valid, with average scores of 93.43% from material experts and 95.51% from media experts; 2) Students' response to the e-module was very positive with an average score percentage of 90.84%; 3) The increase in chemistry learning outcomes of students who are taught using e-modules is categorized as high marked by an N-Gain value of 0.84.
Development of Intertextual-Based Learning Videos on Corrosion Concept Rachmawati, Nabilla Novia; Wiji, Wiji; Mulyani, Sri
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.v7i2.67953

Abstract

This study aimed to develop and evaluate an intertextual-based instructional video on the topic of corrosion by integrating macroscopic, submicroscopic, and symbolic representations within a constructivist multimedia framework. The development followed the ADDIE model through five stages: analysis, design, development, implementation, and evaluation. The video, divided into three segments—corrosion process, prevention methods, and influencing factors—was validated by experts in content, pedagogy, and media. Validation results showed high feasibility with scores of 84.2% (content), 93.75% (pedagogy), and 88.86% (media), all categorized as “Very Good.” Teacher responses averaged 97.29%, while student responses reached 100%, indicating excellent clarity, contextual relevance, and engagement. Minor revisions related to narration and animation sequencing were implemented based on expert feedback. The main innovation of this study lies in combining intertextual contexts with multilevel chemical representations to make abstract electrochemical processes more accessible. The developed video is feasible for use as a teaching aid in electrochemistry and has potential for adaptation to other chemistry topics requiring multiple representations.

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