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Hydrogen: Jurnal Kependidikan Kimia
Published by Universitas Pendidikan Mandalika
ISSN : 23386487     EISSN : 26563061     DOI : Prefix 10.33394
Core Subject : Science, Education,
Chemistry Education
Hydrogen: The Chemistry Education Journal published by the Chemistry Education Study Program which contains articles raised from the results of conceptual research and studies in chemistry and chemistry education including education and learning, device development, media and learning models.
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 21 Documents
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Search results for , issue "Vol. 13 No. 1 (2025): February 2025" : 21 Documents clear
Analysis of Student Response to the Use of Biochemistry e-Module on Carbohydrate Materials in Enhanching Learning Independence Mairisiska, Titin; Ramadani, Ramadani; Qadariah, Nosi
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 1 (2025): February 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i1.13929

Abstract

This study aims to analyze student responses to the use of a biochemistry e-module on carbohydrate material and its impact on learning independence. This quantitative descriptive research involved 40 students from the Biology and Chemistry study programs who had used the e-module. Data were collected through a questionnaire covering five indicators: ease of use, effectiveness of material delivery, level of interactivity, learning independence, and general response. The results showed that for the ease of use indicator, the carbohydrate e-module received an average response of "very good" with an average percentage of 83%. The effectiveness of material delivery scored 82.75%, while the level of interactivity reached 85.7%. However, the learning independence indicator had a lower average score (78.7%), indicating the need to strengthen self-learning motivation and encourage further exploration of additional information. The study concludes that the biochemistry e-module on carbohydrate material is effective in enhancing students' understanding but requires some improvements, such as adding a glossary feature and interactive elements to optimally support learning independence. The integration of technology in learning is expected to continue developing to improve the effectiveness of science-based education.
HydroTechPure Prototype Development: Dual Mode Filter-Based Water Purification Tool as a STEM-Based Learning Tool Nahadi, Nahadi; Siswaningsih, Wiwi; Nais, Miarti Khikmatun; Rahmawati, Triannisa; Nurhadi, Atep Rian; Widiarti, Hayuni Retno; Sidiq, Ari Syahidul; Evriliani, Agnes Suci; Zahra, Aztiannisa; Sari, Liana Ambar; Razani, Ahmad Nafran; Zahran, Qurrotu Aini; Rahman, Muhammad Fiqri; Abdurrahman, Fajar
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 1 (2025): February 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i1.14082

Abstract

Water is one of the most fundamental basic needs for human life. However, disparities in the availability of clean water remain a significant challenge in Indonesia. This study aims to develop a water purification device to address this issue. The research method employed was the ADDIE model, which consists of five stages, with this study focusing on analysis, design, and development, which serve as scope of this study. The result of a water purification, named HydroTechPure, utilizes a dual filter system with high quality absorbent materials and is constructed from acrylic materials, enhanced by 3D design technology and Arduino integration. The development of this device aligns with the sixth goal of the Sustainable Development Goals (SDGs), which emphasizes ensuring access to clean water and sanitation for all. HydroTechPure was developed at FabLab Edu UPI. Beyond its primary function, HydroTechPure is envisioned as a tool for integrating STEM based learning, aiming to foster students’ motivation and environmental awareness.
The Impact of Problem-Based Learning (PBL) Module on Critical Thinking Skills on Electrolyte and Nonelectrolyte Solutions Sari, Dwivelia Aftika; Herman, Mimi; Putri, Steva Dara; Hidayati, Hidayati
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 1 (2025): February 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i1.14137

Abstract

This research aims to determine the impact of using the Problem-Based Learning (PBL) module on students' critical thinking skills on the material of electrolyte and non-electrolyte solutions. This research uses a quasi-experimental method with a Nonequivalent Control Group Design. Sampling was carried out by using cluster purposive sampling. The data collection technique used was a critical thinking skills  test instrument in the form of essay questions. Hypothesis testing was carried out by using the independent sample t-test. The result showed that using PBL module on the material of electrolyte and non-electrolyte solutions has a positive impact on the critical thinking skills of students at SMA N 1 Sijunjung and SMA N 7 Sijunjung. This is proven by the results of the t-test analysis using SPSS that the significance value is 0.000 less than 0.05 with a significance level (α = 0.05) so that H0 is rejected and H1 is accepted. This means that the use of the PBL module has an impact on students' critical thinking skills regarding the material of electrolyte and non-electrolyte solutions. The critical thinking skills of students in the experimental class who learned using the PBL module were higher than those in the control class in both schools.
The Effect of STEM-Project-based Learning on Self-Efficacy in High School Chemistry Learning Atifah, Alya; Sari, Rr. Lis Permana
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 1 (2025): February 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i1.14211

Abstract

This research aims to determine the effect of STEM integrated project-based learning model on students' self-efficacy in learning chemistry. This research method uses a quasi-experiment with a pretest-posttest design consisting of one experimental class and one control class. The experimental class applied the STEM integrated project-based learning model and the control class applied the cooperative learning model. The instrument used is a self-efficacy scale which includes 5 aspects, namely, motivation, task orientation, confidence, perseverance, and problem solving. The data obtained were analyzed using descriptive statistics and inferential statistics. Inferential statistics in the form of independent t-test and paired sample t-test. Based on the analysis conducted, there is a significant difference in the self-efficacy of students between the experimental class and the control class and there is a difference in self-efficacy before and after the STEM integrated PjBL learning model is applied.  The increase in the N-Gain score obtained from the experimental class was higher than the control class seen from the increase in all aspects of self-efficacy. The implications of this research are expected to be able to be a new view and reference for teachers in applying the STEM-integrated PjBL model to increase students' self-efficacy in learning chemistry.
The Effect of Problem Based Learning Model in Improving Students Argumentation Skills: Systematic Literature Review Okmarisa, Happy; Lestari, Niken Ayu; Ariani, Listia
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 1 (2025): February 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i1.14220

Abstract

The purpose of this study is to determine the application of the Problem Based Learning (PBL) learning model affects the ability in learning chemistry in high school. The research was conducted through a literature review from various reliable sources published in 2020-2024. Compared to the traditional learning model, the application of PBL improves students' argumentation skills consistently. This improvement can be seen from the increase in post-test mean scores, N-Gain scores, and mastery of argumentation metrics such as claims, justifications, and refutations. In addition, the PBL model showed better results when used together with learning media, STEM approaches, or group discussions. Therefore, PBL helps students in problem-solving, critical thinking, and scientific communication skills in chemistry learning.
Analysis of Students Scientific Literacy in Integrated Acid-Base Learning Socioscientific Issues Haryanto, Robby; Rahmawati, Yuli; Saputra, Irwan
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 1 (2025): February 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i1.14305

Abstract

This study aims to obtain the profile of students' scientific literacy in acid-base learning through the integration of socioscientific issues. The study was conducted on grade 11 students of SMA Negeri 33 Jakarta. The research methodology used was qualitative. Research data were obtained through observation, reflection journals, science literacy tests, student worksheets, and interviews. The socioscientific issues approach begins with introducing acid-base issues, introducing concepts, playing roles, and learning reflections. The results of the study showed that students can develop their ability to express opinions and foster concern for environmental conditions. The profile of students' scientific literacy is quite good in terms of knowledge and competence. In terms of context, most students are at the scientific illiteracy and nominal scientific literacy levels. Based on the results of the science literacy test, the majority of students are at the scientific illiteracy and nominal scientific literacy levels.
Development of Assessment Tools for Understanding Submicroscopic Representations in Acid-Base Material Ardhana, Ivan Ashif; Hidayah, Rahayu Nur; ‘Aisy, Syandifa Rohadlotul; Ijtihadah, Mustabsyirotul
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 1 (2025): February 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i1.14328

Abstract

Acid-base material should ideally be evaluated holistically through the triplet of macroscopic, submicroscopic, and symbolic representations. However, the assessments conducted so far have primarily not evaluated the ability to understand submicroscopic representations and still focus on macroscopic and symbolic representations. Therefore, this research aims to develop an instrument for assessing submicroscopic understanding of acid-base material and analyze its feasibility. The research method used is the 4D model development, carried out up to the develop stage. The results of the content validation by expert validators yielded an average score of 91.2%, which falls into the very valid category. The empirical test results on 116 chemistry teachers and prospective chemistry teachers showed that all items on the instrument were valid with a reliability of 0.60, which falls into the reliable category. Moreover, the instrument has varying levels of difficulty index and discrimination power. The test items' character in the instrument assesses understanding of submicroscopic representations of acid-base concepts such as solution properties, acid strength, acid constant, pH, and degree of dissociation. The recommendation for further research is the need to develop and apply submicroscopic understanding questions in other chemistry topics as a reinforcement in the assessment and evaluation process of chemistry learning.
Optimization of Extraction Parameters for Phenolics and Flavonoids from Peony (Paeonia lactiflora) Flowers Using Ultrasound-Assisted Extraction Jasmin, Faida; Handayani, Andi Ika Julianti; Akmal, Tubagus
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 1 (2025): February 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i1.14346

Abstract

Peony (Paeonia lactiflora) flowers, celebrated for their aesthetic and bioactive attributes, possess potential as natural antioxidant sources owing to their elevated phenolic and flavonoid concentrations. This study employed ultrasound-assisted extraction (UAE) and response surface methodology (RSM) to optimize the extraction parameters for phenolic and flavonoid compounds. The Box-Behnken Design using method Ultrasoud Assisted Extraction determined the optimal extraction parameters of Paeonia lactiflora flowers to be 49% ethanol concentration, a liquid-to-solid ratio of 50 mL/g, and an extraction time of 22 minutes. The parameters yielded a total phenolic content (TPC) of 205.463 mg GAE/g DW and a total flavonoid content (TFC) of 95.465 mg QE/g DW. The results underscore the significance of the liquid-to-solid ratio as a critical factor in extraction efficiency, while ethanol concentration and extraction duration exhibited considerable interactive effects. The findings confirm the efficacy of UAE as a sustainable and efficient technique for extracting bioactive components from Paeonia lactiflora, indicating its potential use in pharmaceuticals and nutraceuticals. Future research should explore the antioxidant activity and IC50 values of these extracts for expanded therapeutic use.
Analysis of the Implementation of Formative Assessment on Students' Conceptual Understanding in Chemistry Learning Nisrina, Putri; Primawati, Rizka Indah; Nahadi, Nahadi
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 1 (2025): February 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i1.14367

Abstract

Formative assessment strategies in chemistry classrooms are essential for enhancing learning, identifying misconceptions, increasing student engagement, promoting metacognition, and supporting differentiation in the classroom. This study employs a systematic literature review (SLR) method to examine formative assessment strategies in high school chemistry classes. The review process follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Eleven articles were assessed using the Mixed Methods Appraisal Tool (MMAT), focusing on empirical studies published between 2019 and 2023. The article selection process utilized two databases: Scopus and Google Scholar. The key findings identified four main themes related to formative assessment in chemistry classrooms: implementation effectiveness, relationships, technology, and challenges. Further research recommendations include exploring various formative assessment methods and integrating innovative assessment tools with technology to enhance self-assessment and improve student outcomes.
Profile of Critical Thinking Skills and Cultural Literacy of Students in the Basic Chemistry Course Khaeruman, Khaeruman; Suma, Ketut; Maryam, Siti; Suastra, I Wayan; Nurhidayati, Siti
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 1 (2025): February 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i1.14515

Abstract

This study investigates the profile of critical thinking skills and cultural literacy among students in the Basic Chemistry course at the Faculty of Science, Technology, and Applied Sciences, Universitas Pendidikan Mandalika. In the context of globalization and rapid technological advancements, critical thinking and cultural literacy are crucial competencies for facing the challenges of the 21st century and the Fourth Industrial Revolution. Despite the foundational importance of Basic Chemistry in science education, challenges such as conceptual complexity and low student engagement remain prevalent. Employing a descriptive quantitative approach, this research involves students from Chemistry, Biology, Physics, and Mathematics Education programs. Instruments used include critical thinking tests and cultural literacy questionnaires measuring understanding of local cultural values and diversity. Data were collected through tests, questionnaires, and semi-structured interviews and analyzed descriptively using statistical methods. Findings reveal that students exhibit low levels of critical thinking skills and cultural literacy, with strengths in data interpretation and cultural preservation, while weaknesses are evident in identifying relevant information and cultural promotion. These results highlight the need for innovative instructional models integrating local wisdom into the learning process. The proposed Free Inquiry-Based Etnochemistry Model aims to enhance both critical thinking skills and cultural literacy by contextualizing scientific concepts within local cultural practices, offering a holistic solution to contemporary educational demands.

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