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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 721 Documents
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Development of an Ethno-STEM-Integrated Chemistry E-Module Based on Sleman Regency Local Wisdom for Reaction Rate Learning Dhina Maulani; Susila Kristianingrum
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 3 (2026): June 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i3.20725

Abstract

This study aims to develop a chemistry learning e-module based on the local wisdom of Sleman Regency integrated with Ethno-STEM for reaction rate learning. The novelty of this study lies in the systematic mapping of Sleman local culinary traditions into reaction rate concepts, including fermentation kinetics, catalyst activity, temperature effects, Maillard reactions, gelatinization, and surface-area-dependent processes. This study employed the Design-Based Research (DBR) model proposed by McKenney and Reeves, consisting of analysis and exploration, design and construction, and evaluation and reflection stages. The participants involved five chemistry teachers, 30 senior high school students, five peer reviewers, one material expert, and one media expert. Data were collected through needs analysis questionnaires, peer review sheets, expert validation instruments, teacher practicality questionnaires, and student readability questionnaires using a five-point Likert scale. The data were analyzed descriptively using average scores and ideal percentages. The developed e-module was presented as an interactive flipbook containing text, images, videos, hyperlinks, evaluations, and Live Worksheets activities. The results showed that the e-module achieved an ideal percentage of 95% in peer review (very good), 78% in material expert validation (good), and 98% in media expert validation (very good). Following revisions, the teacher practicality test and student readability test each obtained an ideal percentage of 96% (very good). Thus, the developed e-module was considered valid, practical, and highly readable for supporting contextual chemistry learning through the integration of local wisdom and the Ethno-STEM approach. However, this study was limited to validity, practicality, and readability evaluation and did not examine the effectiveness of the e-module on student learning outcomes.
Development of Ethnoscience-Based STEM-Based Electronic Learner Worksheets (E-LKPD) on Acid-Base Materials Nabilah Ramadhani; Eddiyanto
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 3 (2026): June 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i3.20751

Abstract

This research aims to develop an ethnoscience-integrated STEM-based Electronic Learner Worksheet (E-LKPD) on acid-base materials, as well as test its feasibility, practicality and effectiveness in improving student learning outcomes. The novelty of this research relies on the integration of local wisdom contexts into digital-based STEM syntax as a solution to bridge the understanding of chemical materials that tend to be abstract. The research method used is Research and Development (R&D) with a 4-D (Define, Design, Develop, Disseminate) model. The research subjects consisted of 3 expert validators (material and media), one chemistry teacher, and 20 students of class XI SCIENCE SMAS PAB 6 Helvetia as limited trial subjects. Effectiveness testing using a pretest-posttest One-Group experimental design. Data collection instruments in the form of validation sheets, practicality questionnaires, and learning outcome tests were analyzed using score percentage techniques and N-gain tests. The results of the study showed that the feasibility of E-LKPD from the material aspect obtained an average of 82.3% (very valid) and the media aspect obtained an average score of 85.8% (very valid). The level of practicality based on the teacher's response reached 98.4% (very practical). And the effectiveness test resulted in an increase in learning outcomes with an N-gain value of 70% or 0.70 (high category). The implications of this study show that ethnoscience-integrated STEM-based E-LKPD can be an alternative to innovative digital teaching materials that have the potential to support contextual and meaningful chemistry learning.
Development of E-Modules based on STEM Integrated Problem-Based Learning on Acid-Base Materials Syahkarina Maha; Jasmidi
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 3 (2026): June 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i3.20758

Abstract

This study aims to determine the development process, level of validity, practicality, and effectiveness of E-Modules based on Problem Based Learning (PBL) integrated Science, Technology, Engineering, and Mathematics (STEM) on acid-base materials in improving cognitive learning outcomes of grade XI high school students. The research method used is Research and Development (R&D) with reference to the 4D development model (Define, Design, Develop, Disseminate). The research was carried out at SMA PAB 6 Helvetia in the second semester of the 2025/2026 Academic Year. The research sample was taken using the purposive sampling technique, namely one class XI Science with a total of 20 students. The data collection instrument consists of expert validation sheets (materials and media), teacher response questionnaires, and test instruments in the form of multiple-choice questions through pre-test and post-test. The data were analyzed quantitatively and qualitatively. The results of the study show that: (1) The Define stage  successfully identified the need for interactive teaching materials,  the Design stage  produced the design  of interactive e-module components  using Flip PDF Professional,  the Develop stage  produced tested products, and  the Disseminate stage  was carried out through the dissemination of flipbook links. (2) The e-module feasibility level  is  declared very valid with an average percentage of material experts of 94.2% and media experts of 94.1%. (3) The level of practicality based on the response of the chemistry teacher obtained a percentage of 98.4% with the category of very practical. (4) The effectiveness test on cognitive learning outcomes showed an increase in the average score from 25.25 in  the pre-test to 77.75 in the post-test, with the achievement of  an N-Gain value  of 0.70 (70%) which is included in the high category and quite effective. Based on these results, it can be concluded that  the STEM-integrated PBL-based e-module on acid-base materials developed has met the valid, practical, and effective criteria for use in chemistry learning in high school. The findings in the development  of STEM-integrated Problem Based Learning (PBL)-based E-Modules  on acid-base materials have a number of competitive advantages as digital learning media. First, this product offers high accessibility where learners can explore material independently through mobile devices (smartphones) without space and time limitations. Second, this E-Module systematically presents contextual problems that are integrated with the four pillars of STEM, so that it is able to stimulate student problem-solving.
Assessing Digital Competence and Inter-Area Correlation among Undergraduate Chemistry Education Students Using DigComp 3.0 Putu Anindita Widhiya Putri; Adik Annisa; Arum Setyaningsih; Vella Aulia Illahi
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 3 (2026): June 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i3.20827

Abstract

In order to mitigate hazards like misinformation and cybercrime, digital competence in the twenty-first century requires more than just frequent device use. Using the most recent DigComp 3.0 framework for 2025, this study aims to assess the digital competency profile of chemistry education students and assess its implications for future learning design. Eighty-eight chemistry students from Universitas Sebelas Maret and Universitas Negeri Malang were surveyed as part of a quantitative approach. A 22-item self-assessment tool encompassing five domains of digital proficiency was used to gather the data, which were then evaluated using descriptive statistics and the Spearman correlation test. The findings show that students reached advanced proficiency in Areas 1 (Information Search, Evaluation and Management), 2 (Collaboration and Communication), and 4 (Safety, Wellbeing, and Responsible Use), while Areas 3 (Content Creation) and 5 (Problem Identification and Solving) remained at the intermediate level. Most inter-area correlations were weak and positive, while the correlation between Areas 4 and 5 was moderate. In conclusion, students who are exposed to technology on a daily basis do not always become highly skilled in digital abilities. To enhance the capacity to produce digital chemistry material and resolve challenging technological issues in a college setting, certain educational interventions and training programs are therefore required.
Development of Smart Apps Creator-Based Interactive Chemistry Learning Media Integrated with Discovery Learning for Acid-Base Topics Afriani Br Hombing; Ricky Andi Syahputra
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 3 (2026): June 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i3.20842

Abstract

This study aimed to develop Smart Apps Creator (SAC) based interactive chemistry learning media integrated with the Discovery Learning model for acid-base topics and to determine the validity and practicality. This study employed Research and Development (R&D) method with the 4D development model consisting of Define, Design, Develop, and Disseminate stages. The research participants included 3 expert validators, 2 chemistry teachers, and 36 students of class XI-7 at SMA Negeri 13 Medan. Data were collected through interview guidelines, expert validation sheets, and teacher and student response questionnaires. The results showed that the developed media obtained an overall validation score of 87%, consisting of 84% from material experts and 88% from media experts, indicating that the media was very feasible. Teacher and student responses reached 92% and 85%, respectively, indicating that the media was very practical for classroom implementation. Therefore, the developed learning media is considered valid and practical for acid-base instruction. However, further research is needed to examine its effectiveness in improving students’ conceptual understanding and learning outcomes.
The Effect of the Project-Based Learning (PjBL) Model on Students’ Learning Motivation in the Topic of the Periodic Table of Elements Arfa Destira Irawan; Heppy Okmarisa
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 3 (2026): June 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i3.20847

Abstract

This research is motivated by the lack of student learning motivation at MAN 4 Kampar. This is caused by students having difficulty understanding abstract material as well as the use of learning models that are less varied. The aim of this research is to find out the effect of the Project Based Learning (PJBL) model on student learning motivation in the subject of the periodic table of elements. This research was conducted in the odd semester of the 2025/2026 academic year at MAN 4 Kampar. This study uses a quasi-experimental research type with a pretest-posttest Non-Equivalent Control Group Design. The sample in this study consisted of two classes, namely class X.a as the experimental class and class X.b as the control class. The instruments used were in the form of student motivation observation sheets and student motivation questionnaires. The results of this study showed that in the experimental class using the learning model Project-based learning (PJBL) can boost motivation based on T-test results, which showed a significance value of <0.001, smaller than 0.05. The conclusion of this study is that the Project Based Learning model affects students' motivation to learn the periodic table material.
The Effect of Green Chemistry-Integrated Project-Based Learning on Students' Learning Outcomes in Acid-Base Chemistry Devi Septyani Ginting; Dewi Syafriani
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 3 (2026): June 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i3.20860

Abstract

This study aimed to determine whether students taught using the Green Chemistry-Integrated Project-Based Learning (PjBL) model achieved better learning outcomes than students taught using the Direct Instruction (DI) model on acid-base material. This study used a quasi-experimental method with a nonequivalent control group design. The sample consisted of two eleventh-grade classes at SMAN 1 Sei Bingai, with 32 students in each class. The experimental class was taught using Green Chemistry-Integrated PjBL, while the control class was taught using DI. The research instrument was a 20-item multiple-choice test on acid-base material. The data were analyzed using normality test, homogeneity test, independent sample t-test, and Cohen’s d effect size analysis. The results showed that the experimental class obtained a higher posttest score (83.91 ± 10.13) than the control class (77.81 ± 11.31), with p = 0.029 < 0.05. The effect size was 0.56, which is categorized as a medium effect. These findings indicate that the Green Chemistry-Integrated PjBL model significantly improved students' learning outcomes in acid-base chemistry compared to the Direct Instruction model.
Physics Education Students’ Perceptions of Infused Water as a Healthy Beverage Companion to the MBG Program in Schools Dimas Ridho; Ekin Dwi Arif Kurniawan; Artika Zahra; Baddariah Khopipa Pulungan; Reiphandy Ananda Purba; Riski Aulia
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 3 (2026): June 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i3.20904

Abstract

The Free Nutritious Food Program (MBG) in Indonesia has primarily focused on solid food provision, leaving the beverage component largely unaddressed. Meanwhile, sugar-sweetened beverage (SSB) consumption among school-age children remains a significant public health concern. Infused water has emerged as a low-cost, low-sugar alternative that may complement MBG implementation. This study investigates the perceptions of Physics Education students (n = 33) at Universitas Negeri Medan toward the potential of infused water as a healthy beverage companion to MBG, using a descriptive quantitative survey design. A 20-item Likert-scale instrument was developed based on Bloom’s Revised Taxonomy across cognitive, affective, and behavioral dimensions, and validated through Pearson correlation (all r > 0.339) and Cronbach’s Alpha (α = 0.966). Results indicate generally positive perceptions: cognitive (M = 4.06, High), affective (M = 4.28, Very High), and behavioral (M = 3.91, High). The affective dimension yielded the highest mean, while the behavioral dimension was comparatively lower, suggesting that students support the concept but may have limited practical experience. These findings suggest that infused water may have potential as a science-based educational tool to promote healthy hydration habits within MBG; however, further studies involving broader samples and field trials are needed before wider implementation.
Assessment-for-Learning-Based Student Activity Sheets on Reaction Rate to Improve Students’ Science Process Skills Moh. Threewahyu Saifulloh; Rudiana Agustini
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 3 (2026): June 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i3.20933

Abstract

Science process skills remain underdeveloped in many chemistry classrooms due to limited use of structured, feedback-oriented learning materials. This study aimed to develop Student Activity Sheets (Lembar Aktivitas Murid/LAM) based on Assessment for Learning (AfL) principles to improve students' science process skills in reaction rate material. This study used a Research and Development design based on the 4D model, limited to the Define, Design, and Develop stages. The product was validated by two chemistry education lecturers and one chemistry teacher. Practicality was evaluated through student response questionnaires and activity observation sheets, while effectiveness was examined using a one-group pretest-posttest design involving 34 grade XI students at SMAN 1 Menganti. The results showed that the LAM was valid, with a mode score of 4 across content, construct, and language validity aspects. The product was also very practical, with student response and observation scores of 98.53% and 89.25%, respectively. The Wilcoxon signed-rank test confirmed a statistically significant improvement between pretest and posttest scores (Z = −5.093, p < .001), with a large effect size (r = 0.87). N-gain analysis revealed an overall mean gain of 0.73 (high category), with four indicators in the high category — collecting data (0.83), identifying variables (0.81), analyzing data (0.78), and formulating problems (0.74) — and two in the medium category — drawing conclusions (0.63) and constructing hypotheses (0.61). These findings indicate that the AfL-based LAM is feasible and effectively supports the development of students' science process skills in reaction rate learning.
Implementation of Social-Emotional Competence Based on the CASEL Framework: A Systematic Literature Review Ni Putu Widhi Linda Rahayu; I Wayan Redhana
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 3 (2026): June 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i3.20958

Abstract

This study aims to analyze the implementation of Social Emotional Competencies (SEC) strategies across educational levels and examine the role of teachers in managing emotionally intelligent classrooms. This research employed a Systematic Literature Review (SLR) following the PRISMA guidelines. Articles were selected based on inclusion criteria, including empirical studies published between 2019 and 2026 that discussed the implementation of SEC or Social Emotional Learning (SEL) in educational settings and highlighted teachers' roles in learning and classroom management. Ten articles met the eligibility criteria and were included in the review. The findings indicate that the integration of the CASEL framework through active learning approaches, such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), and differentiated learning, contributes positively to students’ well-being, engagement, and academic achievement. The review also reveals that teachers with strong social-emotional competencies are better able to create inclusive, supportive, and conducive learning environments. However, challenges remain, including limited instructional time, heavy administrative workloads, and insufficient professional training related to SEC implementation. Therefore, strengthening teachers’ social-emotional competencies through continuous professional development programs is recommended to support more holistic and student-centered learning practices.

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