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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 15 Documents
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Search results for , issue "Vol. 13 No. 2 (2025): April 2025" : 15 Documents clear
The Electrical Behaviour Study on Saltwater Batteries in Various Electrolyte Concentrations and Cross-Sectional Areas Anisa, Zuffa; Mubarokah, Lailatul; Rusdiana SE, Meilisa; Setyaningrum, Dyah
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 2 (2025): April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i2.14591

Abstract

A study has been conducted to analyze the effect of various electrolyte concentrations and cross-sectional areas on voltage and current in batteries using the galvanic cell method (voltaic cells). This study aims to determine the electrolyte concentration and electrode cross-sectional area that provide optimal effects on voltage, current, and power in batteries. Variations in NaCl electrolyte concentration of 1 M; 3 M; 5 M; 7 M; and 9 M as electrolytes and variations in the cross-sectional area of Cu-Al 5 cm2, 10 cm2, 15 cm2, 20 cm2, 25 cm2 as electrodes. From these tests, the optimal voltage value was obtained at a concentration of 7 M and a cross-sectional area of 25 cm2 with a value of 0.73 V, the optimal current value at a concentration of 7 M and a cross-sectional area of 25 cm2 with a value of 19.99 mA, and the optimal power value at a concentration of 7 M and a cross-sectional area of 25 cm2 with a value of 14.593 mwatts. The larger the cross-sectional area of the electrode, the greater the electrical energy produced. The optimum concentration of electrolyte greatly influences the value of the electrical power produced.
Development of Non-Cognitive Diagnostic Assessment based on Google Sites in Chemistry Learning for Students Agusta, Muhammad Farras Leonasa; Hairida, Hairida; Enawaty, Eny
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 2 (2025): April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i2.14951

Abstract

This study aims to measure the level of validity and response of educators and students to non-cognitive diagnostic assessments based on google sites in chemistry learning. This study's methodology is Research and Development (R&D) based on the ADDIE paradigm. Literature reviews, interviews, observations, and tests (validity instrument and response questionnaire) were used to gather data. The non-cognitive diagnostic test used in this study was based on google sites which was tested on 3 chemistry educators, 8 students of MA Al-Anwar Pontianak on a small scale, and 27 students of MA Islamiyah Pontianak on a large scale. The developed media was tested for validity in the aspects of assessment, media, and language by 5 assessment experts, 2 media experts, and 2 language experts respectively. The validity test results showed the percentage of feasibility in the assessment aspect was CVI 1.00, media 97%, and language 94%. The average percentage of chemistry educators responses to the developed media was 96% with a very good category, while the average percentage of students responses in the small-scale trial was 88% and the students response test in the large-scale trial was 87%. Thus, the non-cognitive diagnostic assessment based on google sites has a very valid validity category and a very good response so that it can be used to measure interest in learning chemistry.
Analysis of Students' Abilities in Compiling Independent Curriculum Teaching Modules Based on Discovery Learning Allo, Eda Lolo; Ruslan, Zuhrah Adminira; Cahyani, Vika Puji
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 2 (2025): April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i2.14982

Abstract

The implementation of the Independent Curriculum requires an increase in the need for prospective teachers who are able to design open modules that are in accordance with student needs. The Discovery Learning model can be applied in the open module of the Independent Curriculum because it can improve problem-solving skills, creativity, and student independence and create an interesting and enjoyable learning experience. This study uses an effective qualitative descriptive method to gain in-depth insight into the development of the Independent Curriculum teaching module based on Discovery Learning by prospective chemistry teacher students. The purposive sampling technique ensures that the research subjects are relevant to the focus of the study, namely students taking microteaching courses with a sample size of 21 students. The identity module component obtained very good criteria, the core activity component obtained sufficient criteria, the learning activity component (discovery learning) obtained very good criteria, and the learning assessment component obtained sufficient criteria. The results of the analysis show that although prospective chemistry teacher students have an understanding of the syntactic psychology of Discovery Learning, its application in the Independent Curriculum requires additional expertise. Students need to plan activities that encourage student stimulation and motivation and practice making more holistic assessments, including diagnostic and summative assessments, to ensure that open modules are prepared in accordance with the Independent Curriculum standards.
Development of Google Forms-Based Assessment as Learning with Autocrat Add-On to Assess Presentation Skills Riyanto, Izory Roman; Hairida, Hairida; Enawati, Eny
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 2 (2025): April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i2.15021

Abstract

This study aims to develop an assessment as learning (AaL) instrument based on Google Forms with the Autocrat add-on to assess students' presentation skills, particularly in chemistry education. The instrument is designed to facilitate efficient self-assessment and peer assessment through the integration of Google Forms and Autocrat, enabling the automatic generation of assessment reports. The research employs the research and development (R&D) method using the ADDIE model, which includes the stages of analysis, design, and development. The instrument was validated by assessment, language, and media experts, and its effectiveness was tested through teacher and student responses. The validation results indicate that the instrument has a very high level of validity, with a content validity ratio (CVR) of 1.00 for all aspects of the presentation rubric. The linguistic aspect of the rubric scored 93%, while the media aspect achieved 95%, both categorized as excellent. Teacher and student responses to the instrument were also highly positive, with overall scores of 83% and 85%, respectively. The instrument is considered beneficial, engaging, and easy to use, making it an effective tool for enhancing presentation skills and supporting the implementation of assessment as learning in chemistry education.
Development of Water Purification Video as Teaching Material for Middle School Chemistry Course Hafiz, Muhammad Iqbal Abdul; Hairida, Hairida; Mayasari, Eni
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 2 (2025): April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i2.15029

Abstract

The purpose of this study was to determine the validity of the Development of Water Purification Videos as Teaching Materials for Junior High School Chemistry Courses. The research method used is Research and Development (R & D) using the ADDIE development model . The subjects of this study were Water Purification Videos assessed by material experts, media experts, and language experts. The research tool used was an assessment sheet using a Likert scale . Data collection techniques used were interviews, observations, and validity assessments. The validation of the water purification video was assessed by two material experts, five media experts, and two language experts. The final results of the assessment showed thatThe water purification video is very valid to be used as teaching material for Middle School Chemistry courses.
Chem-USG Learning Media to Increase Students' Learning Interest in High School Chemical Equilibrium Material: A Case Study Pradita, Pingky Nirmala; Lutfi, Achmad
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 2 (2025): April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i2.15128

Abstract

The aim of this research is to obtain Chem-USG learning media which is feasible to use in learning high school chemical equilibrium material to increase students' learning interest. The type of research used is research and development (R&D) with the 4D development model but only until the third stage. The stages carried out by researchers are define, design, and develop. The data collection techniques used by researchers are interviews, observations, questionnaires, and tests, while the data analysis used is quantitative descriptive. Validity is based on the learning media validation questionnaire. Practicality is based on activity observations and student response questionnaires. Effectiveness is based on a questionnaire of learning interest and student learning outcomes. The validation result of learning media yielded mode scores 3 and 4 with valid categories. At the trial stage, the average percentage score on the activity observation results was 80%-100% with a good category, and received good responses from students with mode scores of 3 and 4 with good categories so that Chem-USG media could be declared practical. And obtained an increase in the percentage of students' learning interest on the post-learning interest questionnaire reached above 80% with a good category and supported by improved student learning outcomes so that make the Chem-USG media effective. So, based on the results obtained, Chem-USG learning media can be said to be feasible to use to increase students' interest in learning high school equilibrium material because it meets the eligibility requirements, namely validity, practicality, and effectiveness.
Chemistry Learning Innovation: Discovery Learning Modified STAD to Motivate and Complete Learning of Inclusive Classroom Students Tyas, Bella Wahyuning; Agatha, Berliana; Selviana, Elfa; Tikandi, Maulida Iftina Belladona; Azizah, Putri Nur; Gholiyah, Sanih; Yonata, Bertha; Aini, Khurrotul
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 2 (2025): April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i2.15134

Abstract

This study aims to find out the impact of Discovery Learning model combined with Student Teams Achievement Division (STAD) method on students' learning motivation in the one of inclusion class at SMAN 10 Surabaya. This study used a Collaborative Classroom Action Research (CCAR) approach with the Kurt Lewin model. This model contain of four stages, among them are: plan, action, observation, and reflection. The subjects on this research were 36 learners, including 4 learners with special needs. The results be seen that in cycle I, the implementation of Discovery Learning had not fully increased students' learning motivation. However, after improvements were made in cycle II by integrating the STAD method, there was a very significant improvement in motivation indicators, especially in the aspect of tenacity in facing difficulties. The mode score of learning motivation increased from 2 to 3 on this indicator, indicating a high learning motivation category. In addition, cognitive learning outcomes also improved, with 69.4% of students achieving learning completeness according to school criteria. Therefore, in summary that the Discovery Learning strategy combined with the Student Teams Achievement Division (STAD) method is effective to improve the motivation and learning outcomes of inclusion class students.
Local Wisdom in Herbal Medicine Processing: The Role of Health Practitioners in Maintaining Tradition and Innovation Bayani, Faizul; Hulyadi, Hulyadi; Yuliana, Depi; Listantia, Nora; Hamdani, Ade Sukma
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 2 (2025): April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i2.15218

Abstract

This study explores the role of local wisdom in traditional herbal medicine processing among the Sasak community in Lombok, Indonesia. The focus is on the extraction techniques used by traditional healers (belian), especially their selection of specific woods for the heating process to preserve the stability of bioactive compounds. Using a qualitative descriptive method, data were collected through interviews, observations, and documentation involving experienced traditional practitioners. The findings show that belian possess inherited empirical knowledge that integrates technical, ecological, and spiritual considerations. This includes selecting herbal plants based on environmental quality, using sustainable harvesting methods, and applying low-heat boiling techniques to prevent degradation of sensitive compounds such as flavonoids and alkaloids. Additionally, spiritual rituals and intuitive practices accompany the preparation process, reflecting a holistic healing philosophy. The study reveals that these traditional methods align with modern principles of sustainable and effective herbal extraction. The integration of traditional knowledge with scientific understanding presents an opportunity to develop culturally rooted, low-cost, and environmentally friendly healthcare solutions. The preservation and documentation of this local wisdom are essential for future generations and the advancement of ethnopharmacological science.
Development of a Three-Tier Diagnostic Test Instrument to Identify the Profile of Understanding the Concept of Buffer Solution Andriani, Nafa; Loka, I Nyoman; Sofia, Baiq Fara Dwirani
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 2 (2025): April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i2.15232

Abstract

This study aims to develop a three-tier diagnostic test instrument with minimally feasible criteria to identify the profile of understanding of the concept of buffer solution material in class XII MIPA students of State Senior High School (SMAN) 3 Mataram in the 2024/2025 academic year. The type of research used is research and development (R&D) with reference to the 4D (Define, Design, Develop, Disseminate) research model. The subjects of this study were 2 lecturers of chemistry education FKIP Unram and 2 chemistry teachers for the instrument validity test and class XII MIPA students of SMA Negeri 3 Mataram for the instrument practicality test. Data analysis techniques used include expert validity tests using Aikens'V analysis, empirical validity tests were analyzed using product-moment correlation techniques, reliability tests using Alpha Cronbach techniques, and practicality tests using percentage techniques. The three-tier diagnostic test instrument that has been developed meets the criteria of very feasible based on very valid expert validity with an Aikens'V value of 0.91, valid criteria based on empirical validity with a value range of 0.265 - 0.858, categorized as high based on reliability with a value of 0.7749, and very feasible based on practicality tests with a percentage value obtained of 81% - 100%. In the concept of buffer solution material, most students experienced misconceptions, namely 64.10% compared to students who understood the concept of 24.74%, 11.07% of students did not understand the concept, and 0.69% of students guessed.
Enhancing Students' Chemical Literacy with Environmental Problem-Based Learning Models through Lesson Study Practices Trisnawati, Ade; Permatasari, Adina Amelia
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 2 (2025): April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i2.15246

Abstract

The purpose of this study was to determine the increase in students’ chemical literacy skills after being taught an environmental problem-based learning model through lesson study practices using quantitative descriptive analysis methods. This research flow uses the Lesson Study cycle stages consisting of Plan, Do, See, and Redesign. The subjects of this study were 17 first semester students of the Chemical Engineering and Physics Education Study Program at PGRI Madiun University who took basic chemistry courses. The data collected in this study were in the form of observation data and tests that measured students’ chemical literacy skills. The results showed that students’ chemical literacy skills were at a moderate level. In the Knowledge of Science and Chemical Content and Chemistry in Context aspects, the number of students who understood the concept increased, and the number of students who had misconceptions and did not understand the idea decreased. In the HOLS aspect, the most significant number of student answers were at the FSL level in terms of explaining the types of chemical bonds and depicting Lewis structures and in the explanation related to the possibility of compounds formed and the formation process of certain elements, the most significant number of student answers were at the NSL level. In the aspect of attitude, the learning outcomes show that most students’ answers are at the NSL level. In this study, it can be seen that students' chemical literacy skills with problem-based learning have not been able to provide significant changes. Therefore, further steps are needed to improve the learning process that can support students’ chemical literacy skills.

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