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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 25 Documents
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Search results for , issue "Vol. 14 No. 2 (2026): April 2026" : 25 Documents clear
Theoretical Study of The Structure of Anthocyanin Dyes to Improve The Performance of Dye Sensitized Solar Cells (DSSCs) Imelda; Jusmarni; Aziz, Hermansyah; Deswita, Elvira; Admi; Ostari, Dwi Ningsih
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 2 (2026): April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i2.18246

Abstract

In this study, anthocyanin dyes have been designed in two ways: without modification and with modification, incorporating donor chains and π-chains, and forming the structure of type D-π-A dyes. The anthocyanin dyes used are delphinidine, cyanidin, pelargonidin, malvidin, petunidine, and fragarine. Meanwhile, the modified molecule is a combination of anthocyanin dye as an acceptor chain, coumarin as a donor chain, and 1,4-dihydro-pyrrolo[3,2-b]pyrrole as a π-conjugation chain. The molecular structure was calculated using a 16W Gaussian Software with the DFT method and the B3LYP/6-31G base set. The results of the calculation on the dye without modification showed that the malvidin dye produced the smallest bandgap of 2.4085 eV and the largest light absorption. Meanwhile, the results of the calculation of the modified dye showed that the modified dye with the delphinidin acceptor produced the smallest bandgap of 1.4485 eV and the largest light absorption. In conclusion, modified anthocyanin dyes can improve the light absorption efficiency in DSSCs.
CHEMLIT: Development and Feasibility of a Sensor-Based Chemistry Practicum Tool for Electrolyte Solutions Surbakti, Lorry Enjlina Br; Parhusip, Maria Murniyanti; Patulak, Natasya; Palilingan, Septiany Ch.; Rumengan, Stefan Marco; Akbar, Jakub Saddam
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 2 (2026): April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i2.19512

Abstract

Chemistry learning requires the integration of macroscopic, submicroscopic, and symbolic representations. However, limited availability of practicum tools in senior high schools often hinders students’ comprehensive understanding of chemical concepts, particularly in electrolyte and nonelectrolyte solutions. This study aimed to develop and implement CHEMLIT, a sensor-based chemistry practicum tool designed to support learning on solution electrical conductivity. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Needs analysis was conducted through classroom observations and teacher interviews, followed by prototype design, assembly, calibration, and functional testing to ensure stability and safety. The implementation involved two senior high schools in the Minahasa region, with chemistry teachers serving as reviewers and students as trial users. Feasibility was evaluated by media experts, material experts, teachers, and students using five-point Likert-scale questionnaires, and the data were analyzed by converting scores into percentage-based feasibility criteria. Product feasibility was evaluated through validation by media experts, subject matter experts, chemistry teachers, and students using questionnaire instruments. The validation results indicated a very high level of feasibility, with scores of 91.7% from media experts, 96% from material experts, 92% from teachers, and student responses exceeding 93.99%, categorized as very good. These findings indicate that CHEMLIT meets technical, visual, and content feasibility standards and can serve as an alternative practicum tool for teaching electrolyte and non-electrolyte solutions, especially in schools with limited laboratory facilities. Its novelty lies in a portable sensor-based design that integrates quantitative conductivity measurement into conventional testing without complex digital systems.
Development of A Virtual Laboratory for Electrochem to Support Students' Critical Thinking Skills Rizki, M; Asyhar, Rayandra; Miharti, Isra; Zurweni; Ekaputra, Firdiawan
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 2 (2026): April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i2.19708

Abstract

The application of interactive learning media plays an important role in stimulating motivation and deepening students' understanding, especially in bridging the characteristics of abstract chemistry learning, one of which is the material of electrolyte and non-electrolyte solutions. The main problem in chemistry learning in Madrasah Aliyah is the limited physical laboratory facilities, which impacts the low critical thinking skills of students. This study aims to develop a Virtual Laboratory "Electrochem Lab" that supports critical thinking skills and to test its feasibility conceptually and practically. As a supporting instrument, Electrochem Lab is equipped with an evaluation feature in the form of a quiz consisting of 5 questions based on Higher Order Thinking Skills (HOTS) that have been adjusted to train students' critical thinking skills independently. The study adopts a Research and Development (R&D) framework, specifically following the Lee & Owens model, which progresses through phases of analysis, design, development, implementation, and evaluation. The experimental subjects involved two experts (materials and media), one chemistry teacher, and 13 students of grade XI IPA MAN 5 Batang Hari consisting of 3 students in one-to-one tests with heterogeneous cognitive representations and 10 students in small group tests. The data collection instrument used a Likert Scale questionnaire consisting of a media expert questionnaire and a material expert questionnaire, a student response questionnaire and a one-to-one trial instrument. Evidence of the validity of the instrument and product was obtained through expert assessments stating that the media was very suitable for testing. The results showed a feasibility percentage of 90% from media experts and 89.23% from material experts, both of which were considered very suitable. The practitioner's assessment (chemistry teacher) reached 94.55%, while the one-to-one test reached 86,6% and the small group trials reached 98% with a very good category. It can be concluded that the Android-based virtual laboratory "Electrochem Lab" is very suitable to be used as an innovative solution to bridge the understanding of abstract concepts through sub-microscopic visualization and support the training of students' critical thinking skills. The novelty of this research lies in the integration of a contextual approach in digital simulations that connect learning materials with the students' surroundings and the Madrasah Aliyah environment.
Cognitive and Emotional Engagement in Stoichiometry Learning: A Correlational Study Waviza; Erlina; Mayasari, Eni
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 2 (2026): April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i2.19717

Abstract

The purpose of this study was to measure the strength of the relationship between students’ cognitive and emotional engagement in stoichiometry learning. This research employed a descriptive quantitative approach, including descriptive analysis and correlational analysis. The participants consisted of 70 eleventh-grade students enrolled in the science-track chemistry course, drawn from two classes: Grade XI Chemistry 1 and Grade XI Chemistry 2. Data were collected using a four-point Likert-scale questionnaire measuring cognitive and emotional engagement, as well as through observations, semi-structured interviews, and documentation. The results showed that: (1) students’ cognitive engagement was categorized as very high (13%), high (34%), low (43%), and very low (10%); (2) students’ emotional engagement was categorized as very high (20%), high (16%), low (53%), and very low (11%); (3) the correlation test between cognitive and emotional engagement was significant (0.000 < 0.05), indicating a positive relationship; and (4) the strength of the relationship between cognitive and emotional engagement, as indicated by Spearman’s rho, was 0.447, which represents a moderate level of correlation. Therefor, higher cognitive engagement is associated with higher emotional engagement, and vice versa.
Correlation between Metacognitive Awareness and Students’ Self-Efficacy in Chemistry Learning among Grade XII Students Tsani, Mutiara; Erlina; Mayasari, Eni
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 2 (2026): April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i2.19718

Abstract

This study aims to identify the relationship between metacognitive awareness and students’ self-efficacy in chemistry learning among grade XII students at MAN Pontianak. This research employed a quantitative approach with a descriptive correlational design involving 36 students selected through purposive sampling. The instruments used were the Metacognitive Awareness Inventory (MAI) questionnaire and a self-efficacy questionnaire, both of which had been validated and tested for reliability. Data were analyzed using descriptive statistics and the Pearson Product-Moment correlation test. The results showed that students’ metacognitive awareness was predominantly in the very well-developed category (66.7%), while self-efficacy was classified as very high (91.7%). The correlation analysis revealed a positive but weak and statistically insignificant relationship between metacognitive awareness and self-efficacy (r = 0.249; p = 0.144 > 0.05). These findings indicate that although both variables are at high levels, metacognitive awareness does not necessarily predict students’ self-efficacy in chemistry learning. This study contributes to the understanding of the complex interaction between cognitive and affective factors in chemistry education. Practically, the results suggest that teachers should not only develop students’ metacognitive skills but also implement instructional strategies that explicitly strengthen self-efficacy, such as providing mastery experiences, constructive feedback, and problem-based learning environments.
The Effect of Implementing the Practicum Method on Students' Learning Motivation in Reaction Rate Material Hariono, Seto; Enawaty, Eny; Sahputra, Rachmat
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 2 (2026): April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i2.19750

Abstract

This study aims to determine the effect of the application of the practicum method on student learning motivation in the reaction rate material of class XI of SMA Negeri 11 Pontianak. This study uses a quantitative approach with a quasi-experimental design with a one group pretest–posttest design model. The research sample consisted of 36 students of class XI Chemistry 2 who were selected using the purposive sampling technique. Data collection was carried out using a learning motivation questionnaire consisting of 25 statements on a Likert scale. Data analysis included normality test, homogeneity test, Wilcoxon test, and N-Gain calculation. The results showed that the average student learning motivation increased from 61.02% (high category) before treatment to 87.36% (very high category) after the application of the practicum method. The increase occurred in all indicators of learning motivation with an increase of 23.77% to 30.19%. The results of statistical tests also showed a significant difference between learning motivation before and after treatment. These findings show that practicum activities not only increase students' motivation to learn, but also help students understand the concept of reaction rate more concretely through hands-on experience. The implication of this study is that the practicum method can be an effective learning strategy to increase student engagement, strengthen the understanding of abstract chemistry concepts, and create more active and meaningful learning in the classroom.
Project-Based Learning in Basic Chemistry Practice: Its Impact on Vocational Students’ Analytical Abilities Munawan, Amro Hafiz; Dewi, Citra Ayu; Suryati
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 2 (2026): April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i2.19771

Abstract

Vocational chemistry education is expected to develop not only procedural competence but also higher-order analytical abilities aligned with industrial demands. However, Basic Chemistry Practice in vocational high schools is often dominated by teacher-centered instruction, limiting students’ capacity to interpret experimental data and connect theory with practice. This study aimed to examine the impact of Project-Based Learning (PjBL) on vocational students’ analytical abilities and to explore students’ and teachers’ perceptions of its implementation. A quantitative pre-experimental design using a one-group pretest–posttest model was employed. The participants were 34 Grade X Industrial Chemical Engineering students at a vocational high school. Analytical ability was measured using HOTS-based open-ended questions aligned with Bloom’s revised taxonomy, and perception data were collected through Likert-scale questionnaires. Statistical analysis included the Shapiro–Wilk normality test, paired sample t-test, and normalized gain (N-gain) analysis. The results showed a significant improvement in analytical ability, with the mean score increasing from 41.0 to 73.5 (p < 0.001) and an N-gain value of 0.55, categorized as moderate. Students and teachers reported highly positive perceptions, particularly regarding engagement, collaboration, and analytical skill development. These findings suggest that PjBL provides an effective pedagogical framework for strengthening analytical competence in vocational chemistry practice. The novelty of this study lies in the integration of HOTS-based assessment into authentic vocational chemistry projects within a PjBL framework, an approach that is still rarely reported in vocational chemistry education. By combining learner-centered project implementation with structured higher-order thinking assessment, this study offers a practical and context-relevant model for improving analytical competence in vocational education settings.
Development of a STEM-Based Activity Sheet to Train Critical Thinking in Reaction Rates Agustin, Ardianti Dwi; Yonata, Berta
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 2 (2026): April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i2.19898

Abstract

This study aims to develop a feasible STEM-based Student Activity Sheet on reaction rate material to train students’ critical thinking skills, based on aspects of validity, practicality, and effectiveness. The research employed a Research and Development (R&D) method using 4D model, which encompasses four sequential phases: define, design, develop, and disseminate. However, the implementation of this study is confined to the develop stage. The product was validated by two chemistry education experts and one chemistry teacher to assess content and construct validity. The practicality was evaluated through student response questionnaires and observation sheets, while its effectiveness was measured using pretest and posttest scores of critical thinking skills and learning outcomes analyzed through the N-Gain formula. The validation results showed a mode score of 4, which in valid category. The practicality test yielded a score of 92% from student responses and 97% from observation results, categorized as very practical. The effectiveness analysis demonstrated that most students achieved high N-Gain scores (g ≥ 0.7) in critical thinking indicators, with a significant improvement in learning outcomes from an average pretest score of 63 to a posttest score of 85. These findings indicate that the developed STEM-based LAPD is valid, practical, and effective to train students’ critical thinking skills on reaction rate material.
Development and Effectiveness of a Canva-Based Problem-Based Learning E-Module Using the 4D Model to Improve Students’ Understanding of Molecular Shapes Ndruru, Ester; Susanti, Nora; Lumbantobing, Jhonatan Ariski
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 2 (2026): April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i2.19963

Abstract

This study aims to develop and evaluate the effectiveness of a Canva-based e-module using the Problem-Based Learning (PBL) approach to improve students’ understanding of molecular shapes. The research employed a Research and Development (R&D) method using the 4D model (define, design, develop, disseminate). The effectiveness test applied a one-group pretest–posttest design involving 35 tenth-grade students at SMA Negeri 2 Medan selected through purposive sampling. The research instrument consisted of a multiple-choice test that was validated and tested for reliability (KR-20 = 0.811). Data analysis techniques included normality test, paired sample t-test, and N-gain analysis. The validation results showed that the e-module was highly feasible, with scores of 90.56% from media experts and 89.38% from material experts. The paired t-test results indicated a significant difference between pretest and posttest scores (p < 0.05), supported by an N-gain value of 0.76 (high category). These findings indicate that the Canva-based PBL e-module is both feasible and statistically effective in improving students’ understanding of molecular shapes.
The Effect of Spiritually Integrated Chemistry Learning on Learning Outcomes Moderated by Spiritual Quotient (SQ) Levels Zahra, Andini; Darmana, Ayi; Yesa, Denada Septiani
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 2 (2026): April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i2.19980

Abstract

Indonesian students' science performance remains low based on PISA 2022 results, particularly in abstract chemistry concepts such as acid-base. This study aims to analyze the effect of chemistry learning integrated with spiritual values on students' learning outcomes moderated by Spiritual Quotient (SQ) levels. A quasi-experimental method with a 2 × 2 factorial design was employed, involving 60 eleventh-grade students selected through purposive sampling. The experimental class (n = 30) applied Problem Based Learning (PBL) integrated with seven spiritual values (awareness, elegance, meaningfulness, transcendence, truth, peace, wisdom) through motivation, reflection, and contemplation, while the control class (n = 30) used PBL without spiritual values integration. Data were collected using a 20-item multiple-choice test (KR-20 = 0.95) and a 19-item SQ questionnaire adapted from Indaty N. (2022) based on Zohar and Marshall's (2000) theory (Cronbach's alpha = 0.872). Two-Way ANOVA results revealed that spiritually integrated chemistry learning significantly improved learning outcomes (F = 25.697, p = 0.000). SQ level also significantly influenced learning outcomes (F = 46.060, p = 0.001). However, no significant interaction was found between learning model and SQ level (p = 0.224), indicating that both variables independently affect learning outcomes. Low SQ students in the experimental class (M = 81.79) achieved scores comparable to high SQ students in the control class (M = 85.00), suggesting that spiritual values integration can compensate for lower SQ levels. State of novelty in this study concludes that integrating spiritual values into chemistry learning enhances academic achievement and supports holistic education by connecting scientific concepts with students' life values.

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