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INDONESIA
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 243 Documents
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Effectiveness of Discovery Learning with Genially for Improving Students’ HOTS Science Literacy on Chemical Bonding Deka Agustini Laia; Iis Siti Jahro
Jurnal Inovasi Pembelajaran Kimia Vol. 8 No. 1 (2026): APRIL 2026 EDITION
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/fb1ajf46

Abstract

Higher Order Thinking Skills (HOTS) and scientific literacy are important competencies for students in learning chemistry, especially on abstract topics such as chemical bonding. This study aims to determine the effect of the Discovery Learning model assisted by interactive Genially media on students’ HOTS scientific literacy skills. The study was conducted on 10th grade students at SMA Negeri 2 Percut Sei Tuan on the topic of chemical bonding. This research employed a quantitative pre-experimental method using a one-group pretest-posttest design. The sample consisted of 30 students selected through random sampling techniques. Data were collected using pre-test and posttest instruments designed to measure students’ HOTS scientific literacy skills before and after the implementation of the Discovery Learning model with Genially media. Data analysis included normality tests, paired sample t-tests (right-tail), and N-Gain analysis. The results showed that the average score increased from 34.4 in the pre-test to 59.8 in the post-test. The paired sample t-test produced a significance value of 0.002 (p < 0.05), indicating that the treatment had a significant effect on students’ HOTS scientific literacy skills. In addition, the N-Gain score of 0.34 indicated a moderate level of improvement. In conclusion, the Discovery Learning model assisted by interactive Genially media is effective in improving students’ HOTS scientific literacy skills on chemical bonding. 
Differences Between the PjBL and IBL Models Assisted by Animated Videos on Chemistry Learning Outcomes Anggita Ardiani Efendi Nasution; Freddy Tua Musa Panggabean
Jurnal Inovasi Pembelajaran Kimia Vol. 8 No. 1 (2026): APRIL 2026 EDITION
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/b5td9n94

Abstract

Understanding chemical bonding remains challenging for secondary school students’ due to its abstract nature, often leading to suboptimal learning outcomes. This study investigates the effect of instructional models on students’ learning outcomes by comparing Project-Based Learning (PjBL) and Inquiry-Based Learning (IBL) supported by animated video media. A quasi-experimental design with a non-equivalent control group pretest–posttest approach was employed. The sample consisted of Grade X students’ at SMA Negeri 11 Medan, selected through purposive sampling and divided into two experimental groups. Data were analyzed using Shapiro–Wilk normality test, Levene’s homogeneity test, and Independent Sample t-test. The results indicate a statistically significant difference between the groups Sig. (2-tailed) < α (0.007 < 0.05), with higher mean scores observed in the PjBL group. The effect size (Cohen’s d = 1.01) suggests a large and practically meaningful impact. These findings demonstrate that PjBL, when integrated with animated video media, is more effective than IBL in improving students’ understanding of chemical bonding. The study highlights the importance of aligning instructional models with appropriate learning media to enhance conceptual learning outcomes. 
Development of Discovery Learning E-Module Integrated with PhET Simulation on Reaction Rate Material Yonaria Agustina Sianturi; Jamalum Purba
Jurnal Inovasi Pembelajaran Kimia Vol. 8 No. 1 (2026): APRIL 2026 EDITION
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/vv4n6862

Abstract

This study aims to analyze the need for a discovery learning-based e-module integrated with PhET simulation on reaction rates for grade XI senior high school and to evaluate its feasibility based on BSNP criteria. The research employed the Research & Development (R&D) method with the 4D model (define, design, develop, disseminate), limited to the develop stage. Instruments included interview guides, student needs questionnaires, and validation sheets. The findings revealed that the chemistry learning process at SMAN 14 Medan remains teacher-centered with lecture methods, causing students to be passive and struggle with conceptual understanding. Teaching materials are confined to textbooks, with no e-modules available. The developed e-module fulfilled the BSNP criteria, achieving average validity scores of 90.27% (material aspect) and 88.68% (media aspect), both in the highly valid category. The novelty of this study lies in integrating discovery learning with PhET simulation into an e-module for reaction rate topics, offering an interactive alternative to conventional textbooks. Keywords: e-module; discovery learning; phet simulation; reaction rate 

Page 25 of 25 | Total Record : 243

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