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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 664 Documents
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Development of MolGrid (Molecule Grid) on Molecular Shape Topics Based on VSEPR Theory Ehya, Syarifah Uyun; Erlina; Ulfah, Maria
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 1 (2026): February 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i1.19315

Abstract

Molecular geometry is a chemistry topic which often perceived as difficult by students because of its abstract nature. This study was completed to develop MolGrid (Molecule Grid), a digital puzzle-based learning media on molecular geometry based on VSEPR theory, and to determine its validity and students’ responses. The study obtained a Research and Development approach along with the ADDIE model. It is limited into the analysis, design, and development steps. The product was validated by two content experts and two media experts and tested on Grade XII students of SMA Negeri 5 Pontianak. Data collection was performed by utilizing validation sheets and student responses through the questionnaire. The results revealed the validity of the content reached 100% and media validity reached 98.61%, both categorized as highly valid. Students’ responses in the initial and main trials obtained average scores of 91.41% and 88.18%, respectively, which fall into the very good category. These findings indicate that MolGrid is highly valid and well received and is therefore suitable for a moleculare shape learning media.
Description of The Learning Motivation of 10th Grade High School Students in Chemistry Learning on The Merdeka Curriculum Application Amara, Shandy Mahyidien; Hairida; Erlina
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 1 (2026): February 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i1.19386

Abstract

Learning motivation is an important factor that influences student success in the learning process. This study aims to describe the level of learning motivation of tenth grade students in Chemistry using the Merdeka Curriculum. This study uses a quantitative descriptive approach with 143 tenth grade students at Mujahidin High School in Pontianak as subjects. Data collection techniques included observation, questionnaires, and documentation, while data analysis was conducted descriptively by calculating the percentage of each learning motivation indicator. The results showed that students' learning motivation was in the high category, with details as follows: desire and willingness to succeed (74%), hopes and future aspirations (63%), showing interest (62%), perseverance in completing tasks (74%), appreciation in the learning process (63%), interesting learning activities (50%), a conducive learning environment (77%), and encouragement and needs in learning (65%). Overall, student motivation is classified as high, but the indicator of interesting learning activities still needs improvement. These findings are recommended to schools and teachers as a basis for providing supporting facilities, designing instructional designs, and implementing more varied learning strategies to increase student learning motivation.
Ethno-STEAM/STEM in Chemistry Education: A Literature Review of Instructional Models, Digital Learning Resources, and Their Effects on Chemical Literacy and Critical Thinking Munawwarah; Side, Sumiati
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 1 (2026): February 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i1.19392

Abstract

This study presents a literature review of Ethno-STEAM/Ethno-STEM in chemistry education, focusing on instructional models, digital learning resources, and reported effects on chemical literacy and critical thinking from 2021 to 2025. The review employed a systematic search, screening, and selection procedure aligned with the PRISMA 2020 guideline, followed by a qualitative synthesis using thematic analysis and narrative comparative synthesis. Searches were conducted in Scopus (n = 10), Web of Science (n = 10), and SINTA (n = 30). Following PRISMA 2020, 50 records were identified, 12 duplicates were removed, 38 records were screened by title and abstract, 22 full texts were assessed for eligibility, and 15 studies were included in the qualitative synthesis. The findings indicate that the corpus is dominated by development-oriented (R&D) studies emphasizing the design of digitally supported learning resources—most commonly e-modules and e-worksheets/e-LKPD—alongside a smaller number of empirical studies and review evidence (SLR/meta-analysis). Ethno-STEAM/Ethno-STEM is operationalized through multiple pedagogical pathways, primarily inquiry-based approaches (guided/blended inquiry), project/problem-based learning (PjBL/PBL), practicum-oriented learning (including e-lab designs), and culturally responsive teaching. Local wisdom and cultural practices are typically positioned as a contextual foundation for mapping cultural phenomena onto chemistry concepts and for structuring investigation, design, and communication tasks aligned with STEAM practices. Outcome synthesis suggests more consistent support for critical thinking improvement, whereas direct evidence for chemical literacy remains comparatively limited and constrained by variability in outcome measurement and reporting. The review highlights the need for more robust empirical evaluations with clearer reporting of instructional syntax and implementation fidelity, as well as more standardized measurement of chemical literacy and critical thinking.
Ethnochemistry: Potential, Implementation, and Challenges of Integrating Local Wisdom to Enhance Student Motivation and Engagement Almur, Faathir; Agussalim, Hastuti
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 1 (2026): February 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i1.19406

Abstract

Chemistry is often perceived as an abstract and challenging subject, leading to low student motivation and engagement. This article aims to investigate the role of ethnochemistry, integration of local wisdom into chemistry instruction as an innovative approach to address this issue. A thematic literatur review was conducted by analyzing 10 articles from indexed national and international journals (Google Scholar, Scopus, SINTA) published between 2015 and 2025. The findings reveal that ethnochemistry has been implemented through diverse cultural contexts, such as batik-making, traditional food fermentation, and the use of medicinal plants, which are linked to core chemistry concepts (e.g., redox reactions and chemical bonding). Its implementation is most effective when combined with active learning models such as Project-Based Learning (PjBL) and Contextual Teaching and Learning (CTL). This review contributes by identifying the effective configuration of ethnochemistry within active learning, highlighting its holistic impact on motivation, multidimensional engagement, and cultural-scientific literacy, while critically mapping key implementation challenges. Key findings indicate that this approach significantly enhances learning motivation, cognitive achievement, knowledge retention, and student engagement across behavioral, emotional, and cognitive dimensions. Furthermore, ethnochemistry strengthens students’ cultural identity and scientific literacy. However, its implementation faces challenges, including limited standardized teaching materials, the need for teacher capacity building through specific training, and selectivity due to not all chemistry topics being contextually compatible with local wisdom. It is concluded that ethnochemistry is a promising approach to make chemistry learning more relevant and engaging, effectively boosting student motivation and participation in learning activities.
Antibacterial Activity of Pegagan (Centella asiatica) Extract Against Bacteria Causing Postpartum Wound Infections Gunawan, Indriani Febrishaummy; Aprilianti, Tania
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 1 (2026): February 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i1.19431

Abstract

Postpartum perineal wounds are highly susceptible to bacterial infection, particularly by Staphylococcus aureus and Pseudomonas aeruginosa. Although Centella asiatica is widely recognized for its wound-healing properties, quantitative data on its antibacterial potency against postpartum-related pathogens remain limited. This study aimed to evaluate the antibacterial activity of ethanol extract of C. asiatica against S. aureus and P. aeruginosa by determining the minimum inhibitory concentration (MIC) and minimum bactericidal concentration (MBC). Fresh leaves of C. asiatica were extracted using 96% ethanol. Ethanol was selected as the extraction solvent due to its ability to dissolve both polar and semi-polar bioactive compounds, including flavonoids, tannins, and triterpenoids, which are associated with antibacterial activity. Phytochemical screening confirmed the presence of flavonoids, tannins, saponins, alkaloids, and triterpenoids. Antibacterial activity was assessed using the broth microdilution method. The extract exhibited concentration-dependent inhibition, with MIC values of 12.5% against S. aureus and 3.12% against P. aeruginosa, while bactericidal activity for both strains was observed at 25%. These findings provide quantitative evidence of the antibacterial potential of C. asiaticaethanol extract against key bacteria associated with postpartum wound infections, highlighting its potential as a natural antibacterial agent for postpartum wound management.
The Effectiveness of the Socio-Scientific Issues (SSI) Approach on Senior High School Students’ Critical Thinking in Chemistry: A Literature Review Pratiwi, Ni Kadek Mira; Wijaya, Komang Jnani; Redhana, I Wayan
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 1 (2026): February 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i1.19437

Abstract

21st century learning emphasizes higher-order thinking skills, one of which is critical thinking. However, the 2022 PISA report shows that Indonesian students' achievements in critical thinking and science literacy are still low. One relevant approach to improving students' critical thinking skills is Socio-Scientific Issues (SSI), which is learning based on contextual, complex, controversial, and everyday science issues. Although the Socio-Scientific Issues (SSI) approach has been widely applied in chemistry learning to train higher-order thinking skills, empirical findings are still scattered and have not been systematically synthesized. This study aims to examine the effectiveness of the SSI approach in improving high school students' critical thinking skills through the Systematic Literature Review (SLR) method based on the PRISMA model. A total of 13 empirical articles published between 2016 and 2025 and indexed on Google Scholar, Sinta, and Scopus were analysed. The results of the study show that SSI-based chemistry learning is effective in improving critical thinking skills, particularly in the aspects of argumentation, evidence evaluation, science-based decision making, and problem solving. These findings indicate that the SSI approach has the potential to become the basis for curriculum development and chemistry learning design oriented towards strengthening critical thinking.
Green Chemistry Microscale Practicums on High School Students’ Learning Outcomes and Motivation: Systematic Literature Review Wijaya, Komang Jnani; Pratiwi, Ni Kadek Mira; Redhana, I Wayan
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 1 (2026): February 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i1.19438

Abstract

Microscale practicums are a practicum design that utilizes small amounts of materials and tools as a solution to the limitations of school laboratories, while integrating the application of green chemistry principles in education. A number of empirical studies have reported the positive impact of implementing green chemistry-based microscale practicums. However, studies that specifically integrate green chemistry principles and analyze their integrated impact on learning outcomes and motivation among high school students are still limited and scattered. The purpose of this study is to systematically examine how the application of green chemistry-based microscale practicums can improve learning outcomes and motivation among high school students. This study uses the Systematic Literature Review (SLR) method with the PRISMA model through searching for articles on Google Scholar, GARUDA, DOAJ, and SCOPUS. The articles analyzed were adjusted to the inclusion criteria, namely empirical studies published between 2005 and 2025 with high school/MA students as subjects and focusing on the effect of green chemistry-based microscale practicums on student learning outcomes and motivation. A total of 10 articles met the inclusion criteria and were analyzed in this study. The synthesis results show that this approach consistently improves student learning outcomes in terms of concept understanding, achievement, science process skills, and student memory retention, as well as learning motivation through increased interest and enthusiasm for learning. These findings provide evidence-based guidance for chemistry teachers and curriculum developers in designing environmentally friendly laboratory learning that is effective in improving students' cognitive and affective achievements.
E-Book of Risk Management in High School Chemistry Laboratories as an Effort to Enhance Occupational Safety and Health Saraswati, Regina; Sudiana, I Ketut; Suja, I Wayan
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 1 (2026): February 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i1.19451

Abstract

Chemistry laboratory activities at the senior high school level are essential for developing students’ conceptual understanding but simultaneously pose significant occupational safety and health (OSH) risks when not supported by adequate safety literacy and systematic risk management. Despite this urgency, accessible and structured learning resources that explicitly address laboratory risk management in school contexts remain limited. This study aimed to develop an e-book on risk management for high school chemistry laboratories as an innovative digital resource to strengthen students’ safety awareness and support the implementation of OSH practices during chemistry practicums. Using a Research and Development approach with the 4D model, the e-book was designed, validated by experts, and tested for readability and practicality. The results indicate that the e-book achieved very high validity in terms of content, language, and media, was highly readable (95.6%), and demonstrated strong practicality for classroom use (82.5% by teachers and 96.8% by students). These findings suggest that the developed e-book is an effective and feasible digital learning resource that can contribute to fostering a stronger culture of safety and risk awareness in high school chemistry laboratories.
Profile of Students’ Problem-Solving Skills on Redox Reactions Using PBL-Based E-Worksheet Himmah, Rifdah Fa'iqotul; Hidayah, Rusly
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 1 (2026): February 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i1.19534

Abstract

This study aims to determine the profile of students' problem-solving skills in redox reaction material assisted by E-Worksheet based on problem-based learning. This study is descriptive in nature, using a preliminary research method with data collection techniques carried out using student interview questionnaires, teacher interviews, and preliminary problem-solving skill tests given to students. The data obtained were analyzed descriptively, both qualitatively and quantitatively. This study was conducted on 26 students majoring in mathematics and natural sciences at Semen Gresik High School in Gresik City. The results based on the initial problem-solving skills test showed that the problem-solving skills of the 26 students were still lacking, with a percentage of 74.35% for understanding problems, 51.23% for planning, 51.23% for implementing plans, and 34.61% for evaluation. Based on a questionnaire related to learning media needs filled out by students, it was found that the majority of students (88.5%) still relied on textbooks as their main source of learning. Meanwhile, the use of Student Worksheet was recorded at 46.2%, and only 23.1% had ever used E-Worksheet. This shows that the use of E-Worksheet is still relatively low in the learning process. Chemistry teachers at the school also stated that the problem-based learning model had been implemented, but there were still obstacles, one of which was the difficulty in finding real-life problems that were relevant to chemistry material. Therefore, E-Worksheet is needed as a more accessible learning medium to improve students' problem-solving skills in redox reaction material.
Development and Validation of an Ethnochemistry Integrated Digital Pop Up Book for Acid–Base Instruction Lestari, Amanda; Mawarnis, Elvy Rahmi; Sari, Dwivelia Aftika
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 1 (2026): February 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i1.19577

Abstract

This study develops and evaluates a novel ethnochemistry based digital pop-up book for teaching acid–base concepts at the senior high school level. The novelty of this research lies in integrating local Minangkabau cultural practices with interactive digital pop up media to address the abstract nature of acid–base learning. The study employed a Research and Development approach using the 4D model (define, design, develop, and limited dissemination). Data were obtained through expert validation and limited field testing involving a chemistry teacher and Grade XI students. The media combines animations, videos, interactive navigation, contextual ethnochemistry content, and formative assessments within a single digital learning platform. Expert validation results across material, language, media design, and ethnochemistry aspects indicated a highly valid category. Practicality testing demonstrated very practical outcomes in terms of usability, attractiveness, usefulness, and time efficiency. These findings confirm that the developed media offers an innovative, contextual, and effective solution for enhancing conceptual understanding and student engagement in chemistry learning.

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