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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 642 Documents
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Systematic Literature Review: The Effectiveness of Socio-Scientific Problem-Based Learning Models in Chemistry Learning Husna, Asmaul; Yasmin, Nabila; Miterianifa
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 6 (2025): December 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i6.18993

Abstract

This study is a systematic literature review  (SLR) that aims to analyze the effectiveness of the integrated Socio-Scientific Issues (PBL) Problem-Based Learning (PBL) model or PBL-SSI in improving students' scientific abilities in chemistry learning in secondary school. The background of this research is the dominance of traditional lecture methods that fail to strengthen 21st century critical thinking and skills, demanding a change in a more contextual and participatory approach. The SLR procedure follows systematic, transparent, and replicable guidelines, with literature searches via Google Scholar (time range 2020–2025) using the keyword "SSI; PBL; Chemistry Learning". Based on strict inclusion criteria, as many as eight articles deserve comprehensive analysis. The results of the synthesis of findings show that PBL-SSI has proven to be significantly effective in strengthening students' science literacy, critical thinking skills, creative thinking skills, and science process skills. The highest effectiveness is found in materials that have a strong relationship with social and environmental issues, such as acid-bases and green chemicals, which dominate the application of this model (about 25% each). The conclusion states that PBL-SSI is a very relevant approach to create meaningful and competency-oriented chemistry learning in the 21st century.
Integrating Sukarara Traditional Weaving into Chemistry Education: Impact on Students' Cultural Literacy and Critical Thinking Skills: English Astuti, Mei Dewi; Hendrawani; Khaeruman
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 1 (2026): February 2026 (In Press)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i1.19331

Abstract

Chemistry is often perceived by students as an abstract science disconnected from their cultural heritage. In Lombok, the traditional weaving craft of Sukarara Village contains rich chemical principles, particularly in natural dyeing and mordanting processes. This study aims to investigate the relationship between students' critical thinking perceptions and their cultural literacy within the context of Sukarara’s ethno-chemistry. A quantitative correlational design was employed, involving 47 high school students. Data were collected using validated questionnaires for critical thinking (Cronbach’s Alpha = 0.750) and cultural literacy (Cronbach’s Alpha = 0.824), which integrated local wisdom indicators from Sukarara weaving. Data analysis using Pearson Product-Moment Correlation revealed a weak negative correlation (r = -0.249) with a significance value of 0.092 (p > 0.05). Furthermore, simple linear regression analysis confirmed that critical thinking did not significantly influence cultural literacy (t = -1.723, p = 0.092). These findings highlight a "literacy paradox," where students' general critical thinking abilities do not automatically translate into an understanding of the chemical principles embedded in their cultural heritage. The study concludes that fostering cultural literacy requires explicit pedagogical integration and specialized ethno-chemistry modules rather than relying solely on general cognitive skills.

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