cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
jkk.hydrogen@gmail.com
Phone
-
Journal Mail Official
jkk.hydrogen@gmail.com
Editorial Address
Jln. Pemuda No. 59A Mataram
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
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 618 Documents
 53   54   55   56   57 
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.
Description of Science Literacy Epistemic Knowledge Ability of Chemistry Education Students on the Material of Colligative Properties of Solutions Ulwan, Rahmad; Enawaty, Eny; Muharini, Rini; Hairida, Hairida; Lestari, Ira
Hydrogen: Jurnal Kependidikan Kimia Vol. 12 No. 6 (2024): December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v12i6.14230

Abstract

The ability of science literacy epistemic knowledge is a fundamental thing that must be owned by students in facing the global era to be able to meet the needs of life in various situations. Epistemic knowledge can be said to be a more advanced level of knowledge because epistemic knowledge is closely related to the process of knowledge construction. This study aims to determine the science literacy skills of chemistry education students on the material of colligative properties of solutions. The research method used was a descriptive quantitative method. The study used a sample of 25 samples of 6th semester and 4th semester students using purposive samples. Data collection techniques in this study through measurement techniques and direct communication techniques. The research instrument used in this research is a science literacy test that has been modified and adapted to the material of the colligative properties of the solution. The validation used in this study used construct validity and was validated by judgment experts in material and literacy with valid final results. The results of the research on the ability of epistemic knowledge of science literacy of chemistry education students FKIP Untan shown based on the test of science literacy skills with epistemic knowledge of science literacy on indicators explaining the process of scientific phenomena with an average percentage of 75% with sufficient category. Explaining observations of scientific phenomena with an average percentage of 74% with a sufficient category. Concluding scientific phenomena with an average percentage of 69% with a sufficient category. The overall total average of students' science literacy skills is 73.33% with a sufficient category.
Ethnoscience Learning Ideas Oriented to Outcome Base Education (OBE) to Foster Entrepreneurial Competency Khery, Yusran; Hakim, Aliefman; Rokhmat, Joni; Sukarso, AA
Hydrogen: Jurnal Kependidikan Kimia Vol. 12 No. 6 (2024): December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v12i6.14241

Abstract

This study recommends OBE-oriented ethnoscience learning to foster entrepreneurial competence carried out with 6 stages of learning namely ethnoscience observation activities. ethnoscience analysis, product ideas, production trials, production cost analysis and product presentation/presentation. This learning model is further introduced by the author as ethnoedusciencepreneurship. This learning step is relevant to the main outputs/outcomes of science learning, namely Content Knowledge (HBS1): Inquiry Skills and Scientific Processes (HBS2): Laboratory Engineering and Safety (HBS3): Science Communication (HBS4): Critical Thinking and Problem Solving (HBS5): Scientific Literacy and Ethical Considerations (HBS6): Lifelong Learning and Scientific Investigation (HBS7). The learning step can accommodate the needs of developing entrepreneurial competencies in students referring to SKKNI Number 53 of 2014 concerning Industrial Entrepreneurship.
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.

Page 55 of 62 | Total Record : 618

 53   54   55   56   57 

Filter by Year

2013 2025


Reset
Filter By Issues
All Issue Vol. 13 No. 5 (2025): October 2025 Vol. 13 No. 4 (2025): August 2025 Vol. 13 No. 3 (2025): June 2025 Vol. 13 No. 2 (2025): April 2025 Vol 13, No 1 (2025): February 2025 Vol. 13 No. 1 (2025): February 2025 Vol. 12 No. 6 (2024): December 2024 Vol 12, No 6 (2024): December 2024 Vol 12, No 5 (2024): October 2024 Vol. 12 No. 5 (2024): October 2024 Vol 12, No 4 (2024): August 2024 Vol. 12 No. 4 (2024): August 2024 Vol 12, No 3 (2024): June-July 2024 Vol. 12 No. 3 (2024): June-July 2024 Vol 12, No 2 (2024): April-May 2024 Vol. 12 No. 2 (2024): April-May 2024 Vol. 12 No. 1 (2024): February 2024 Vol 12, No 1 (2024): February 2024 Vol. 11 No. 6 (2023): December 2023 Vol 11, No 6 (2023): December 2023 Vol 11, No 5 (2023): October 2023 Vol 11, No 4 (2023): August 2023 Vol 11, No 3 (2023): June 2023 Vol 11, No 2 (2023): April 2023 Vol 11, No 1 (2023): February 2023 Vol 10, No 2 (2022): Hydrogen: Jurnal Kependidikan Kimia Vol 10, No 1 (2022): Hydrogen: Jurnal Kependidikan Kimia Vol 9, No 2 (2021): Hydrogen: Jurnal Kependidikan Kimia Vol 9, No 1 (2021): Hydrogen: Jurnal Kependidikan Kimia Vol 8, No 2 (2020): Hydrogen: Jurnal Kependidikan Kimia Vol 8, No 1 (2020): Hydrogen: Jurnal Kependidikan Kimia Vol 7, No 2 (2019): Hydrogen: Jurnal Kependidikan Kimia Vol 7, No 1 (2019): Hydrogen: Jurnal Kependidikan Kimia Vol 6, No 2 (2018): Hydrogen: Jurnal Kependidikan Kimia Vol 6, No 1 (2018): Hydrogen: Jurnal Kependidikan Kimia Vol 5, No 2 (2017): Hydrogen: Jurnal Kependidikan Kimia Vol 5, No 1 (2017): Hydrogen: Jurnal Kependidikan Kimia Vol 4, No 2 (2016): Hydrogen: Jurnal Kependidikan Kimia Vol 4, No 1 (2016): Hydrogen: Jurnal Kependidikan Kimia Vol 3, No 2 (2015): Hydrogen: Jurnal Kependidikan Kimia Vol 3, No 1 (2015): Hydrogen: Jurnal Kependidikan Kimia Vol 2, No 2 (2014): Hydrogen: Jurnal Kependidikan Kimia Vol 2, No 1 (2014): Hydrogen: Jurnal Kependidikan Kimia Vol 1, No 2 (2013): Hydrogen: Jurnal Kependidikan Kimia Vol 1, No 1 (2013): Hydrogen: Jurnal Kependidikan Kimia More Issue