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Setia Rahmawan
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Journal of Tropical Chemistry Research and Education
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 2685144X     EISSN : 26855690     DOI : https://doi.org/10.14421/jtcre2020.22-01
Core Subject : Science, Education,
Chemistry Education
This journal encompasses original research article and review articles related tropical chemistry, but it is not restricted to, including: Lab based research Teaching & Learning Material Learning Learning Media/Multimedia Evaluation & Assessment Higher Order Thinking Skills Science, Technology, Engineering, and Mathematics (STEM) Education Chemical Content Learning Strategy School Laboratory Experiment
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 4 Documents
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Search results for , issue "vol. 8 no. 2 (2026)" : 4 Documents clear
Repositioning R&D in Educational Research: Toward DBR- AND EDR Based Didactic Design Suprihatiningrum, Jamil; Hamidah, Nina; Wisudawati, Asih Widi
Journal of Tropical Chemistry Research and Education Vol. 8 No. 2 (2026)
Publisher : Chemistry Education Department, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jtcre.2026.82-04

Abstract

his conceptual-critical article examines how Research and Development (R&D) in educational research hasfrequently been reduced to producing, validating, and assessing the feasibility of instructional products.Drawing on primary methodological literature and six illustrative chemistry education development studiesfrom Indonesia, it argues that ADDIE, 4D, Borg and Gall, and related instructional or software developmentmodels should not be considered complete educational research methodologies merely because they specifydesign procedures. The article distinguishes product validity from didactic validity: an artefact does notbecome an educational intervention simply by receiving favourable expert ratings. Defensible educationalclaims require coherent learning experiences, implementation in authentic contexts, evidence of learning, andinsight into why a design works. The six studies illustrate different evidential bases from expert validation aloneto a quasi-experimental comparison yet often culminate in similar claims about product feasibility oreffectiveness. Design-Based Research (DBR) and Educational Design Research (EDR) are discussed asmethodological approaches for moving beyond product-oriented development and toward iterative didacticdesign. The resulting repositioning framework distinguishes five elements: product validity, didactic validity,contextual implementation, learning evidence, and design principles. This framework helps researchers alignthe strength of their claims with the evidence collected and clarifies how instructional products can contributeto transferable knowledge in chemistry education.
The Effectiveness of Project-Based Learning Using Banana Peel Bioplastic Production Project in Improving Senior High School Students’ Creative Thinking Skills Saharani, Dian Cahya; Sunyono; Meristin, Annisa
Journal of Tropical Chemistry Research and Education Vol. 8 No. 2 (2026)
Publisher : Chemistry Education Department, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jtcre.2026.82-03

Abstract

This study aims to examine the effectiveness of the PjBL model in a bioplastics production project from banana peels to improve students’ creative thinking skills. The population of this study was 443 tenth-grade students of SMA Perintis 2 Bandar Lampung in the 2025/2026 school year. The sample was selected through a cluster random sampling technique involving two intact classes, namely, Class X.1 as the experimental class and Class X.2 as the control class, each consisting of 30 students. The quasi-experimental design with a nonequivalent control group was used in this study. The data were collected using a test of creative thinking skills. The items were developed based on Torrance’s indicators, which were then scored using a scoring guideline based on the achievement of each indicator. The data were analyzed using an independent sample t-test and effect size test. The mean percentage of n-gain of experimental class students reached 72% (high category), whereas the mean percentage of n-gain of control class students reached 31% (medium category). There was a significant difference between the two classes revealed by the independent sample t-test with p-value <0.05, whereas the effect size value reached 0.98 (large effect). Therefore, it could be concluded that the PjBL model through a bioplastics production project from banana peels was effective in enhancing students’ creative thinking skills.
Effect of Multirepresentation-Based Guided Inquiry on Students’ Science Process Skills in Electrolyte and Non-Electrolyte Solutions Dwi Agustin, Firli; Setyarini, M.; Agustina, Ni Putu Rahma; Rosilawati, Ila
Journal of Tropical Chemistry Research and Education Vol. 8 No. 2 (2026)
Publisher : Chemistry Education Department, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jtcre.2026.82-02

Abstract

This study aimed to determine the effectiveness of a multirepresentation-based guided inquiry learning model in improving students’ science process skills on the topic of electrolyte and non-electrolyte solutions. Participants were drawn from six tenth-grade classes at SMA Gajah Mada Bandar Lampung in the 2025/2026 academic year; purposive sampling assigned Class X.2 as the experimental group and Class X.6 as the control group. Using a quasi-experimental, nonequivalent pretest–posttest control-group design, the experimental class received the multirepresentation-based guided inquiry treatment while the control class followed conventional instruction. Science process skills were measured through pretest and posttest instruments alongside student activity observation sheets, and the resulting data were compared using an independent-samples t-test. The experimental group recorded a mean n-gain of 0.78 (high category), compared with 0.59 (moderate category) for the control group, and this gap proved statistically significant (t(69) = 4.542, p = .001). These findings indicate that the multirepresentation-based guided inquiry model more effectively develops students’ science process skills on electrolyte and non-electrolyte solutions than conventional instruction.
Cognitive-Level and Item-Quality Analysis of Multiple-Choice Items inan Introductory Oil, Gas, and Renewable Energy Course Megawati, Eka; Mukminin, Amirul; Monde, Junety; Machrifah, Aici Ichtiarizak
Journal of Tropical Chemistry Research and Education Vol. 8 No. 2 (2026)
Publisher : Chemistry Education Department, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jtcre.2026.82-01

Abstract

The courses “Introduction to the Oil & Gas Industry” and “New and Renewable Energy” are taught to first-semester students in the Diploma III Program in Oil and Gas Processing Engineering at the College of Oil and Gas Technology. The Course Learning Outcomes (CLOs) specify the “Application” level (C3) in Bloom’s Revised Taxonomy as the highest cognitive target. However, the cognitive levels and quality of the course’s multiple-choice question bank have not yet been systematically evaluated based on these targets. This study aims to analyze the cognitive level and quality of 50 multiple-choice questions from this question bank. A descriptive content analysis combining quantitative categorization and qualitative expert review methods using a content analysis approach was employed, integrating qualitative expert assessments with frequency and percentage calculations. One reviewer with expertise in educational assessment and evaluation and one in chemical engineering reviewed the questions by evaluating their clarity, question wording, answer choices, and question construction, and classified each question into levels C1 through C3. The findings indicate a predominance of inquiries at the “Recall” (C1, 50%) and “Understanding” (C2, 40%) stages, with a lesser share at the “Application” (C3, 10%) stage; while this distribution corresponds with the CLO, which designates C3 as the maximum, it suggests that higher-level inquiries are still lacking. 76% of the items met quality standards for clarity and question wording, 82% for answer options, and 68% for overall structure; the remaining items required revisions because of issues such as inconsistent terminology, ineffective distractions, non-uniform "all of the above" choices, and unclear instructions in the question stem. The study concludes that while the item bank is in line with the learning objectives of the course, further empirical testing on difficulty, discriminative ability, and reliability is required before it can be implemented.

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