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Arfak Chem: Chemistry Education Journal
Published by Universitas Papua
ISSN : 2615627X     EISSN : 26156288     DOI : https://doi.org/10.30862/accej.v5i1.368
Core Subject : Humanities, Science, Education, Social,
Humanities Chemistry Education Social Sciences
Arfak Chem: Chemistry Education Journal is a scientific journal, published by Chemistry Education Department, University of Papua. This journal is published 2 times in a year, June and December. This journal contains research results relating to the topic of education and chemistry teaching.
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 96 Documents
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Qualitative analysis of cyclamate in iced tea using varying BaCl2 concentrations: A descriptive study in sekaran raya Aryati, Nur Indah; Ariyanti, Diva Fitria; Yolanda, Helen; Sa’diyah, Chalimatus; Amelia, Rizki Nor
Arfak Chem: Chemistry Education Journal Vol. 8 No. 1 (2025): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/accej.v8i1.930

Abstract

Cyclamate is one type of artificial sweetener that is widely used in beverages. However, excessive consumption can hurt health. This study aims to determine the presence of cyclamate content in iced tea products sold in the Sekaran Raya area around the campus of Semarang State University. The method used was descriptive research through qualitative analysis in the Integrated Science Laboratory with the precipitation technique. Three samples of iced tea drinks and one positive control sample (with cyclamate added) were analyzed by adding barium chloride (BaCl2) reagent in an acidic atmosphere, with concentrations of 10% and 30%, respectively. The test results showed that one of the samples, iced tea sample RY, formed a white precipitate, indicating the presence of cyclamates, where 30% BaCl₂ produced more precipitate than 10% BaCl₂. This finding suggests that precipitation techniques with higher concentrations of BaCl₂ can improve the visibility of cyclamate detection. However, it should be noted that increasing the concentration of BaCl₂ is not always directly proportional to the identification quality because too high a concentration can cause interference and interfere with the clarity of the observation results.
Exploring the impact of artificial intelligence in chemistry teaching: A systematic review of empirical research Sari, Nur Indah; Ahmad, Fandi
Arfak Chem: Chemistry Education Journal Vol. 8 No. 2 (2025): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/accej.v8i2.1083

Abstract

Chemistry education frequently struggles to foster a comprehensive understanding, often because it focuses too narrowly on macroscopic, submicroscopic, or symbolic representations. While Artificial Intelligence offers considerable potential to enhance learning, research specifically examining its impact on chemistry teaching remains scarce. This study aimed to identify, evaluate, and synthesize empirical literature on the effects of AI in chemistry teaching. This study was conducted in accordance with the PRISMA three sequential stages: 1) a comprehensive literature search in scientific databases utilizing keywords such as Artificial Intelligence, Chemistry Teaching, and Empirical Study/Research; 2) a selection process based on the inclusion and exclusion criteria; and 3) systematic data extraction. The literature review incorporated 13 empirical research articles published in Scopus- and Sinta-indexed journals. Findings consistently indicate that AI integration significantly impacts learner performance and instructional effectiveness by facilitating just-in-time, automated, and individualized feedback. Specific AI applications identified include generative tools for conceptual problem-solving, the utilization of ChatGPT/Bing Chat, gamified learning approaches, and AI assistants within remote laboratory settings. Nevertheless, this study highlights the inherent limitations of AI in addressing complex chemical content, alongside prevalent student concerns about AI accuracy, plagiarism, data privacy, and the potential for over-reliance on this technology.
The role of augmented reality in supporting deep learning within the merdeka curriculum: A systematic literature review in chemistry education Agussalim, Hastuti
Arfak Chem: Chemistry Education Journal Vol. 8 No. 2 (2025): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/accej.v8i2.1111

Abstract

Chemistry education frequently faces challenges due to the abstract nature of chemical concepts, limited visual media, and insufficient student engagement. In contrast, the Merdeka Curriculum highlights the importance of deep learning, emphasizing conceptual understanding, scientific reasoning, and meaningful learning experiences. Augmented Reality (AR) offers promising affordances for addressing these issues through interactive, context-rich three-dimensional representations. This study employed a PRISMA-based Systematic Literature Review (SLR) of 12 empirical articles published between 2015 and 2025 in Scopus-indexed databases, major international publishers, and accredited SINTA journals. The findings reveal a marked increase in AR research in chemistry education between 2023 and 2025, with research and development (R&D) and quasi-experimental designs predominantly conducted at the senior secondary level. Across studies, AR consistently enhances conceptual understanding, multi-level representational competence, higher-order thinking skills, and student engagement. Moreover, AR aligns strongly with the pedagogical principles of the Merdeka Curriculum, particularly project-based learning, authentic assessment, differentiated instruction, and the development of the Pancasila Student Profile. These insights position AR as a strategic innovation for advancing deep and meaningful chemistry learning. Further research is recommended to investigate the long-term effects of AR and its integration within inquiry-based and project-based instructional models.
Analysis of sun protection factor (SPF) values of facial cream cosmetics marketed in Sidenreng Rappang Regency Lidiawati, Dewi; Mubarak, Syahrul; Ashari, Asriyana; Pare Rombe, Yunita
Arfak Chem: Chemistry Education Journal Vol. 8 No. 2 (2025): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/accej.v8i2.1080

Abstract

Sun Protection Factor (SPF) is a critical indicator of a sunscreen’s ability to protect the skin from ultraviolet B (UVB) radiation. Accurate SPF determination is essential to ensure product efficacy, regulatory compliance, and consumer safety. This study aimed to quantitatively evaluate the SPF values of commercial facial sunscreen creams circulating in Sidenreng Rappang Regency and to compare the measured values with the corresponding label claims. An analytical in vitro SPF assessment was conducted using UV–Vis spectrophotometry based on the Mansur method. Three products with SPF 30, SPF 40, and SPF 50 label claims were analyzed. The results revealed that all measured SPF values were substantially lower than the stated claims. Sample A (SPF 30), Sample B (SPF 40), and Sample C (SPF 50) exhibited SPF values of 19.29, 21.37, and 21.63, respectively. These findings demonstrate inconsistencies between labeled and experimentally determined SPF values, underscoring the need for rigorous quality control, routine verification of SPF claims, and improved oversight of sunscreen products in the market.
DNA extraction and electrophoretic visualization for genetic study of gerga and calamansi citrus varieties Amida, Nadia; Maria Titin Supriyanti, Florentina
Arfak Chem: Chemistry Education Journal Vol. 8 No. 2 (2025): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/accej.v8i2.1085

Abstract

This study aimed to isolate and characterize the genomic DNA of Gerga orange (Citrus gerga) and Calamansi (Citrus microcarpa) using the Cetyl Trimethyl Ammonium Bromide (CTAB) method, followed by agarose gel electrophoresis analysis. The research serves as an initial step toward understanding the genetic relationships among local citrus varieties from Bengkulu, Indonesia. Young leaves were selected as DNA sources due to their metabolically active tissues and relatively low concentrations of secondary metabolites that can inhibit DNA extraction. The isolation procedure included tissue maceration, cell lysis, removal of proteins and polysaccharides, and precipitation of purified DNA. Electrophoresis using a 1 kb DNA ladder revealed distinct genomic DNA bands larger than 10,000 base pairs (bp) in both Gerga (G3) and Calamansi (K3) samples, indicating successful extraction of high-molecular-weight DNA. Subsequent PCR electrophoresis showed approximately 500 bp amplified fragments in the Gerga (G5) and Calamansi (K3) samples, as indicated by the 1 kb DNA ladder. These findings confirm that the CTAB method yields high-quality, intact DNA suitable for further molecular investigations, including genetic identification, phylogenetic reconstruction, and the study of genetic diversity among Bengkulu’s local citrus species.
Identifying misconceptions in students’ understanding of the concept of physical and chemical change with open-ended questions Fitriani, Linda; Syafawani Ridho, Yusro; Indra Pratiwi, Maya; Widi Wisudawati, Asih
Arfak Chem: Chemistry Education Journal Vol. 8 No. 2 (2025): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/accej.v8i2.1163

Abstract

This study aims to identify misconceptions in students’ understanding of physical and chemical changes using objective instruments in the form of open-ended descriptions and reasons. Chemistry is a science that underlies knowledge of the structure and changes of matter through three levels of representation: macroscopic, submicroscopic, and symbolic. However, students’ limited ability to connect these levels of representation often leads to misconceptions that can hinder understanding of more complex concepts in the future. This study used a qualitative descriptive approach with 21 grade 10 students at a high school in Yogyakarta as subjects. The research instrument consisted of 5 open-ended questions and reasons used to categorize students’ mindsets into understanding the concept, misconceptions, and not understanding the concept. The study found misconceptions across various subconcepts, including the assumption that chemical changes are absolutely unidirectional (irreversible) and the inability to distinguish particle interactions during salt dissolution and magnesium combustion. The main factors causing these misconceptions are incomplete preconceptions, incorrect reasoning, and a lack of in-depth understanding at the submicroscopic level. This placement emphasizes strengthening knowledge of basic concepts and integrating levels of chemical representation to improve students’ thinking patterns.

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