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 735 Documents
 70   71   72   73   74 
Voltammetric Detection of Cu²⁺ Using a Napa Soil-Derived NiAl₂O₄/MWCNT-Modified Glassy Carbon Electrode Ihya Zakira Sani; Mawardi Mawardi; Desy Kurniawati; Miftahul Khair; Okta Suryani
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.v14i3.21279

Abstract

Copper ions (Cu²⁺) are essential trace elements but may become toxic at elevated concentrations, requiring reliable monitoring methods. In this study, a NiAl₂O₄/MWCNT-modified glassy carbon electrode (GCE) derived from napa soil was developed for the voltammetric determination of Cu²⁺ ions. The modified electrode was prepared by combining NiAl₂O₄ synthesized from napa soil with multi-walled carbon nanotubes (MWCNTs) through a drop-casting technique. Electrochemical characterization demonstrated that the incorporation of NiAl₂O₄ and MWCNTs significantly enhanced the electrochemical performance of the electrode by improving electron-transfer efficiency and increasing the electroactive surface area. The modified electrode exhibited a strong voltammetric response toward Cu²⁺ ions, while HClO₄ was identified as the most suitable supporting electrolyte among the investigated media. Selectivity studies showed that Cu²⁺ remained detectable in the presence of Pb²⁺, although partial signal suppression was observed at higher Pb²⁺ concentrations. These findings indicate that the NiAl₂O₄/MWCNT-modified GCE is a promising low-cost and sustainable platform for Cu²⁺ determination in aqueous environments.
Implementation of Problem-Based High School Chemistry Textbooks on Improving Student Learning Outcomes and Motivation on Acid-Base Subject Materials Nia Ramadhani Siregar; Ratu Evina Dibyantini
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 4 (2026): August 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i4.20676

Abstract

This study aims to determine the effect of the implementation of Problem-Based High School Chemistry Textbooks on improving student learning outcomes and learning motivation, as well as finding out the correlation between the two in acid-base materials. The research was carried out at SMA Negeri 4 Medan using a quasi-experimental pretest-posttest control group design. The research sample was 72 students consisting of experimental classes (XI-7) and control classes (XI-11), totaling 36 students each, which were selected using random sampling techniques. Data were collected through pretest, posttest, and learning motivation questionnaires. The results showed that the average pretest and posttest scores of the experimental class were 49.11 and 89.66 with an N-gain of 0.78 or 78% (high category), higher than the control class that obtained an average of 48.89 and 64.55 with an N-gain of 0.31 or 31% (medium category). The average initial and final motivation of the experimental class were 48.38 and 84.90 with an N-gain of 0.70 or 70% (high category), higher than that of the control class which obtained an average of 45.75 and 63.44 with an N-gain of 0.31 or 31% (medium category). The results of the hypothesis test showed that the Problem-Based High School Chemistry Textbook had a significant effect on improving student learning outcomes and motivation. In addition, there was a high positive correlation (r = 0.789) between learning outcomes and student learning motivation. Thus, the implementation of the Problem-Based High School Chemistry Textbook has proven to be effective in improving student learning outcomes and motivation on acid-base materials.
Development of Electronic Student Worksheets Integrated Guided Inquiry of Science Literacy to Increase Literacy HOTS in Reaction Rate Topic Shafiah Azzahra; Retno Dwi Suyanti
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 4 (2026): August 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i4.20703

Abstract

This research aims to develop an Electronic Student Worksheets (E-LKPD) based on Guided Inquiry integrated with science literacy on reaction rate materials and analyze its feasibility, practicality, and effectiveness in improving students' science literacy HOTS. The method used is Research and Development (R&D) with the ADDIE model which includes the Analysis, Design, Development, Implementation, and Evaluation stages. The research involved 3 material experts, 3 media experts, and 34 students of class XI MIPA MAN 1 Medan.  The results of the development show that the E-LKPD Guided Inquiry Integrated Science Literacy media developed was declared very feasible based on the results of the average percentage of material experts of 89.29%, media experts of 87.50% with very high eligibility criteria. From the practical aspect, the media developed received a positive response from students with an average percentage of 91.8%, so it is classified as very practical. The effectiveness of the media is shown through the results of the n-gain calculation of 78% which is in the effective category, and strengthened by the results of the one sample t-test which shows a significant increase in the HOTS of students' science literacy. The percentage of achievement of the HOTS Literacy indicator shows that the analysis aspect (C4) obtained 77.15%, the synthesis (C5) of 79.51%, and the evaluation (C6) of 38.24%. Thus, it can be concluded that the E-LKPD media of Integrated Guided Inquiry of Science Literacy has the potential to increase students' HOTS Literacy on Reaction Rate Materials, especially in analytical and synthesis skills. The uniqueness of this research lies in the systematic integration between the syntax of guided inquiry and the science literacy component in interactive digital media to facilitate students' high-level thinking skills on the topic of reaction rate.
The Effect of Deep Learning Approach Assisted by Quizizz on Students’ Learning Achievement in Hydrocarbon Topics Romadhona Pandiangan; Dewi Syafriani
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 4 (2026): August 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i4.20844

Abstract

Low student learning outcomes regarding the topic of hydrocarbons stem from the abstract nature of the concepts and a learning process still dominated by the lecture method. This study aimed to determine the effect of a Deep Learning approach supported by Quizizz media on student learning outcomes regarding hydrocarbons at MAN Dairi. The study employed a quantitative approach using a quasi-experimental design specifically, a pretest-posttest control group design. The sample consisted of 62 students divided into an experimental group 31 students and a control group 31 students, selected via random cluster sampling. The experimental group was taught using the Deep Learning approach supported by Quizizz, while the control group was taught using Direct Instruction. The research instrument was a 20-item learning achievement test that met validity and reliability criteria. Data were analyzed using the N-Gain test, normality test, homogeneity test, and hypothesis testing via the t-test. The results showed that the average N-Gain was 0.79 for the experimental group and 0.73 for the control group; both fell into the high category. However, the improvement in student learning outcomes in the experimental group was statistically higher than in the control group. The t-test results indicated a significance value of Sig < 0.05, confirming a significant difference between the two groups. Based on these findings, it can be concluded that the Deep Learning approach supported by Quizizz media has a significant effect on improving student learning outcomes regarding hydrocarbons at MAN Dairi.
The Effectiveness of Project-Based Learning in Chemistry Learning: Conceptual Understanding and 21st Century Skills Aura Nawang Wulan Aura; Dewi Matius; Khotijah Mahmuda Widi Riani; Yofita Jelita Linda Sari Dakhi; Akhmad Syaikah Nur Fad'ah; Wirhanuddin Wirhanuddin
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 4 (2026): August 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i4.20994

Abstract

Project-Based Learning (PjBL) is a student-centered learning model considered effective in improving conceptual understanding and developing 21st-century skills in chemistry learning. This study aims to systematically assess the effectiveness of PjBL implementation on students' conceptual understanding, learning outcomes, and 21st-century skills in chemistry learning. This study used the Systematic Literature Review (SLR) method, referring to the PRISMA steps, which include article identification, screening, eligibility assessment, and inclusion. Literature sources were obtained from Google Scholar and Scopus databases based on established inclusion and exclusion criteria. Of the 824,157 articles identified, 20 articles published between 2022 and 2026 met the criteria and were further analyzed. The results showed that most studies reported positive impacts of PjBL on improving students' conceptual understanding, learning outcomes, critical thinking skills, creativity, communication, and collaboration. Furthermore, project-based activities make the chemistry learning process more contextual, meaningful, and relevant to everyday life. Despite this, several obstacles were still encountered, such as limited learning time, inadequate facilities and infrastructure, varying teacher preparedness, and imbalanced student participation in group work. The findings and percentages presented in this study are a synthesis of the reviewed articles and not derived from direct experimental data. This study also has limitations in the form of differences in research design, learning context, and variations in Project-Based Learning (PjBL) implementation in each analyzed study. Overall, the study results indicate that Project-Based Learning (PjBL) has the potential to be an effective learning approach to improve conceptual understanding, learning outcomes, and 21st-century skills in chemistry education when implemented optimally.
Quantitative Measurement of Flavonoid Content of Kecapi Leaves (Sondoricum koetjape Merr.) Rahma Tiara Alfatiha; Fakhrotun Nisa
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 4 (2026): August 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i4.21062

Abstract

The kecapi leaf plant (Sondoricum koetjape Merr.) is a plant that has efficacy as a traditional medicine such as trating roundworms reducing fever. The kecapi leaf plant has been known to contain flavonoid, phenol, tannin and saponin compounds with properties as free radical scavengers. This study aims to determine the total flavonoid content of kecapi leaf extract. This study is experimental in nature. The sample used was kecapi leaves originating from Ckalahi Village, Cinangka Anyer District, Serang Regency, Banten. Determination of total flavonoid content  was carried out using a UV-Vis Spectrophotometer. The result of this study obtained flavonoid levels in mg/L units of 5.4845 mg/L, while the flavonoid concentration in percent (%) units was obtained of 10.97% and in mg QE/g units the total flavonoid obtained were 109.6899 mg QE/g, while the qualitative test indicated that it contained flavonoid, phenol, tannin and saponin compounds.
The Effect of the Project-Based Learning Model on Students' Learning Outcomes and Learning Activities Mahira Maya Sofa; Ajat Sudrajat
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 4 (2026): August 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i4.21074

Abstract

This study was motivated by the low level of students’ learning outcomes and learning activities on electrolyte and non-electrolyte solution material. The study aimed to examine the effect of the Project Based Learning (PjBL) model on students’ learning outcomes, to describe students’ learning activities after its implementation, and to determine the relationship between learning activities and learning outcomes. This research employed a quasi-experimental method with a pretest-posttest control group design. The sample consisted of 55 students selected through cluster random sampling, divided into an experimental class taught using the PjBL model and a control class taught using the Direct Instruction model. The data were collected through learning outcome tests and observation sheets of students’ learning activities, then analyzed using N-gain, correlation analysis, and an independent sample t-test. The results showed that the experimental class achieved a higher increase in learning outcomes (N-gain 0.75, high category) compared to the control class (N-gain 0.68, medium category). The hypothesis test indicated a statistically significant difference between the two groups (p < 0.05). In addition, students’ learning activities in the experimental class were categorized as high (86.73%). Correlation analysis revealed a positive and significant relationship between learning activities and learning outcomes, with a contribution of 38.0%. In conclusion, the Project Based Learning model significantly improves students’ learning outcomes and positively contributes to students’ learning activities on electrolyte and non-electrolyte solution material.
Development of a Peanut Shell-Derived Chitosan–Activated Carbon Composite as a Sustainable Adsorbent for Permanganate (MnO₄⁻) Removal from Aqueous Solution Junita Br Sembiring; Diana Sylvia; Maya Sari Ananda Pohan
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 4 (2026): August 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i4.21354

Abstract

The presence of permanganate (MnO₄⁻) in aqueous environments is an emerging environmental concern, as elevated concentrations may compromise aquatic ecosystems and water quality. Converting agricultural biomass into adsorbent materials offers a promising and sustainable route for addressing this issue. This study introduces a novel glutaraldehyde-crosslinked chitosan–activated carbon composite synthesized from peanut shell waste for removing permanganate ions under acidic conditions. Peanut shell biomass was first carbonized and then chemically activated with phosphoric acid to obtain activated carbon, which was subsequently blended with a chitosan solution through ionic gelation and stabilized by glutaraldehyde crosslinking. Functional group changes in the resulting composite were characterized by Fourier Transform Infrared (FTIR) spectroscopy, while its permanganate-removal performance was assessed through batch adsorption trials at pH 3, with residual concentrations measured spectrophotometrically using a calibration curve exhibiting excellent linearity (R² = 0.996). The FTIR spectra displayed noticeable shifts in absorption bands, confirming interaction between the functional groups of chitosan and activated carbon. Removal efficiencies of 93.48% and 91.60% were obtained for initial permanganate concentrations of 25 and 30 mg L⁻¹, equivalent to adsorption capacities of 5.84 and 6.87 mg g⁻¹, reflecting the synergistic role of the porous carbon framework and the amino/hydroxyl groups of chitosan as active binding sites. These findings confirm that peanut shell waste can be valorized into an effective, low-cost, and environmentally friendly adsorbent for permanganate remediation in water treatment.
Development of a Process-Oriented Guided Inquiry Learning (POGIL)- Based Learning Module on Buffer Solutions for Grade XI Senior High School Students Adilla Putri Ramadhani; Elvy Rahmi Mawarnis
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 4 (2026): August 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i4.21598

Abstract

This study developed a Process-Oriented Guided Inquiry Learning (POGIL)-based printed learning module on buffer solutions for Grade XI senior high school students. The novelty of this study lies in the development of a printed self-instructional POGIL-based module on buffer solutions. This study employed a Research and Development (R&D) approach using the 4-D development model (Define, Design, Develop, and limited Dissemination). Data were collected through expert validation and practicality testing involving Grade XI students and a chemistry teacher. The validation results indicated that the module achieved a material validity score of 83% (Highly valid), a language validity score of 100% (Highly valid), and a construction/graphical validity score of 76% (valid). The practicality test conducted with students yielded a score of 84%, indicating that the module was very practical. In addition, interviews with the chemistry teacher confirmed that the module was practical and efficient for classroom implementation. These findings indicate that the developed module is valid, practical, and suitable for use as an instructional material to support both classroom learning and students' independent learning.
Aligning Chemistry Learning with Medical Laboratory Technology Vocational Competencies: A Needs and Curriculum Accommodation Analysis Ridha Ariandini Rahmani; Sjaeful Anwar; Gun Gun Gumilar
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 4 (2026): August 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i4.21616

Abstract

The chemistry content provided in the Merdeka Curriculum is expected to support students' vocational competencies. However, its suitability for the learning needs of the Medical Laboratory Technology (Teknologi Laboratorium Medik/TLM) vocational program has not been systematically evaluated. This study aimed to evaluate the extent to which the chemistry contents required for the TLM program are accommodated in the learning objectives and teaching materials of the Proyek IPAS and Basic Medical Laboratory Technology (DDTLM) subjects. This study employed an evaluative research design with a qualitative approach. Data were collected through document analysis of the learning objectives and teaching materials of the Proyek IPAS, DDTLM, and Laboratory Support Services subjects, as well as semi-structured interviews with teachers. The data were analyzed using Qualitative Content Analysis (QCA) to identify the chemistry contents required for TLM vocational competencies and to evaluate their accommodation in the analyzed curriculum documents. The findings indicate that the identified chemistry contents are only partially accommodated in the Proyek IPAS and DDTLM subjects. Proyek IPAS primarily provides fundamental chemistry contents as general scientific knowledge, whereas DDTLM introduces several concepts through laboratory activities. Nevertheless, several chemistry contents relevant to laboratory procedures and clinical examinations were found to be insufficiently accommodated or presented without authentic TLM contexts. Based on these findings, a synthesis of the identified chemistry contents and their relevant TLM contexts was developed to summarize the chemistry knowledge required within the scope of the analyzed curriculum. The study concludes that the analyzed curriculum documents only partially accommodate the chemistry contents required to support learning in the TLM context. The findings provide a reference for future efforts to contextualize chemistry learning and support the development of chemistry teaching materials for the Medical Laboratory Technology program.

Page 73 of 74 | Total Record : 735

 70   71   72   73   74 

Filter by Year

2013 2026


Reset
Filter By Issues
All Issue Vol. 14 No. 4 (2026): August 2026 Vol. 14 No. 3 (2026): June 2026 Vol. 14 No. 2 (2026): April 2026 Vol. 14 No. 1 (2026): February 2026 Vol. 13 No. 6 (2025): December 2025 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