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LAVOISIER: Chemistry Education Journal
Published by Institut Agama Islam Negeri Padangsidimpuan
ISSN : -     EISSN : 28306279     DOI : DOI: https://doi.org/10.24952/lavoisier.v1i2
Core Subject : Science, Education, Social,
Chemistry Social Sciences Other
LAVOISIER: Chemistry Education Journal, is a journal of chemistry education published by the Department of Chemistry Education, Faculty of Education and Teacher Training, UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan. This journal provides readers with present developments in chemistry education through the publication of articles and research reports. All articles will be reviewed (double-blind) by experts before being accepted for publication. Each author is responsible for the content of published articles. LAVOISIER: Chemistry Education Journal focused on the study result in the field of chemistry education. This journal encompasses original research articles, including: Teaching & Learning in chemistry education Material Learning in chemistry education Learning Media/Multimedia in chemistry education Evaluation & Assessment in chemistry education Higher Order Thinking Skills in chemistry education Science, Technology, Engineering, and Mathematics (STEM) Education Chemical Content Learning Strategy in chemistry education School Laboratory Experiment in chemistry education Integrating Islamic Values with Chemistry All articles will be reviewed by experts before being accepted for publication. LAVOISIER: Chemistry Education Journal is published twice a year, in June and December. The journal is open to authors around the world regardless of nationality. E-ISSN : 2830-6279
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 59 Documents
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Implementation of Wordwall Media on Students’ Motivation and Chemistry Learning Outcomes in the Colligative Properties of Solutions Topic Ikmalia, Helwa; Bahriah, Evi Sapinatul
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.17400

Abstract

Student learning motivation in chemistry is often low due to passive and less engaging learning methods, so interactive learning media are needed that can increase engagement and learning outcomes. This study aims to examine the effect of using gamification-based learning media, Wordwall, on student motivation and learning outcomes in the colligative properties of solutions. The study used a quantitative descriptive method with a sample of 35 students of class XII Sainkes 4 SMAN X Bogor Regency. Motivation was measured using a Likert scale questionnaire with six indicators, while learning outcomes were obtained from Mid-Semester Assessment scores and essay assignments. The results showed that the average student learning motivation reached 71% (good category) and the average learning outcome score was 87.2, with female students' motivation and learning outcomes slightly higher than male students, although the difference was not significant. These findings indicate that Wordwall has the potential to increase student engagement and motivation, although the descriptive design of the study does not allow for direct causal conclusions. The practical implication of this study is that the use of Wordwall as an interactive learning strategy can help teachers create more engaging, relevant, and participatory learning experiences in chemistry classes. This research is academically relevant because it highlights the understudied use of gamification-based digital media in the context of chemistry motivation and learning outcomes. The results also open up further research directions with experimental designs, larger samples, and the testing of additional factors such as digital self-efficacy or comparisons of various digital media to strengthen empirical evidence of the influence of interactive media on motivation and learning outcomes.
Green Project Chemistry Based Learning Model to Enhance Scientific Literacy And Sustainability Awareness In Education Daulay, Rabiah Afifah; Gea, Olivia Febriana; Daeli, Dinastini; Sinaga, Husna Khoiri; Manalu, Jenny Teresa; Panggabean, Tiara
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.15336

Abstract

Green chemistry education has become a significant approach in improving students' scientific literacy and sustainability awareness. This study examines the application of project-based learning (PjBL) model in the context of green chemistry as an innovative method to strengthen students' understanding of sustainability principles. Through literature review from various scientific sources, this study shows that the integration of PjBL in green chemistry learning can improve students' critical thinking, collaboration, and communication skills. In addition, project-based learning allows students to engage in more environmentally friendly experiments, such as the development of biodegradable materials and chemical waste management strategies. However, the implementation of this method still faces challenges, such as limited understanding of educators about green chemistry, lack of resources, and suboptimal integration into the curriculum. Therefore, intensive training is needed for educators, provision of comprehensive learning materials, and utilization of technology as a tool. With the right support, the implementation of this model can produce a generation that is more environmentally aware and able to provide solutions to global sustainability challenges.
Integration of Ethnochemical Concepts in Redox Reaction Learning Daulay, Rabiah Afifah; Syafitri, Amelia; Aulianti, Dita; Azhari, Serlina Wati; Simaremare, Happy G. Maritoma
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.15028

Abstract

Learning about redox reactions is often considered difficult by students, especially because of its abstract nature and lack of connection to everyday life. In this case, an ethnochemical approach can be an effective solution to connect chemical concepts with local culture, so that students' understanding can be improved. This study aims to analyze how the integration of ethnochemical concepts in learning redox reactions can be implemented. The method used in this study is qualitative with a descriptive approach, through a literature study that discusses various academic references. The results of the study indicate that the application of ethnochemistry in learning redox reactions can be done through various cultural examples, such as the fermentation process of tape and tempeh, the use of natural dye oxidation in batik coloring, and metal processing in traditional crafts. This integration not only improves students' understanding of chemical concepts but also enriches their insights into local wisdom and environmental sustainability. With a more contextual learning approach, students can more easily relate theory to real practice. This in turn can increase their interest and understanding of chemistry.
DEVELOPMENT OF CHEMISTRY LEARNING OUTCOME ASSESSMENT INSTRUMENTS (MULTIPLE CHOICE) ON HYDROCARBON MATERIAL Manullang, Enjelika; Daulay, Rabiah Afifah; Nadira, Fathin; Sihaloho, Kayra Aprilia Yosephin; Azhara, Nazwa; Nazihah, Nazwa
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.16256

Abstract

This study aims to develop an assessment instrument in the form of a multiple-choice objective test on hydrocarbon material in senior high school chemistry. The research method used is research and development (RD), involving steps such as material analysis, test item construction, validation, field trials, and item analysis. The developed instrument consists of 30 items based on the learning outcomes in the "Kurikulum Merdeka". Validity testing using Pearson correlation shows that 29 out of 30 items are valid (r ≥ 0.388; sig. 0.05). Reliability testing using Cronbach's Alpha resulted in a score of 0.965, indicating very high reliability. These findings suggest that the developed test instrument is valid and reliable for evaluating students' understanding of hydrocarbon concepts.
INTEGRATION OF SUSTAINABLE VALUES EDUCATION IN CHEMISTRY LEARNING THROUGH CASE-BASED LEARNING APPROACH TO IMPROVE SCIENCE LITERACY Manullang, Enjelika; Daulay, Rabiah Afifah; Nadira, Fathin; Sihaloho, Kayra Aprilia Yosephin; Azhara, Nazwa; Nazihah, Nazwa
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.16210

Abstract

Chemistry education has a strategic role in shaping students'awareness of global sustainability issues such as climate change andpollution. This study aims to analyze the effectiveness of Case-Based Learning (CBL) in integrating sustainability values intochemistry learning, while improving students' scientific literacy andcritical thinking skills. The method used is a literature study byanalyzing various sources, including journals, books, and relatedarticles. The results of the study indicate that the CBL approachsuccessfully connects chemical concepts (eg polymers and greenchemistry) with actual issues such as plastic waste and renewableenergy, so that learning becomes more contextual. In addition, thecombination of CBL with STEM-based Project-Based Learning(PjBL) has been shown to train students in problem analysis, data-based decision-making and sustainable solution development.Implementation challenges include lack of teacher training andlimited resources, which can be overcome through pedagogicaltraining, collaboration with industry, and utilization of technology(such as augmented reality). The conclusion of the study confirmsthat the integration of CBL and sustainability values in thechemistry curriculum not only strengthens scientific understandingbut also shapes students' characters who care about theenvironment. Recommendations for further research include long erm evaluation of the impact of CBL on student behavior as well the development of local wisdom-based modules (ethnoscience)
Analysis Of Organoleptic Tests, Ph Tests, And Lactic Acid Levels In Saurkraut Fermentation From Cabbage (Brassica Oleracea) With The Addition Of Yellow Pears (Pyrus Nivalis) As An Antioxidant Darvesh, Choirunnisa Ejaz; Afrilianti, Dinda; Fauziah, Fadilah
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.16580

Abstract

Cabbage (Brassica oleracea) is a vegetable that is rich in vitamins, fiber and minerals. Fermenting cabbage into sauerkraut is one solution to increase shelf life while producing functional food products. This research aims to analyze the characteristics of sauerkraut fermented from cabbage with the addition of yellow pears (Pyrus nivalis) as a source of natural antioxidants. The fermentation process is carried out naturally for five days with the addition of salt to support the growth of lactic acid bacteria (LAB). Evaluation of results is carried out through organoleptic tests (taste, aroma, texture), pH measurements to determine the acidity level, as well as analysis of lactic acid levels as an indicator of fermentation activity. The results showed that sauerkraut made from cabbage with the addition of yellow pear had good sensory characteristics, a pH value in the safe range for consumption, and lactic acid levels that were in accordance with fermented product standards. The addition of yellow pears is thought to contribute to the sensory quality and antioxidant compound content of the final product.
From Application of Socio-Scientific Issues in Chemistry Learning to Improve Science Literacy and Awareness Student Social Pangaribuan, Devy J.R; Daulay, Rabiah Afifah; Manik, Lia Yustina; Panjaitan, Khayla Akmal; Siagian, Andin Livia; Lumban Gaol, Sri Rosa
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.16171

Abstract

The Socio-Scientific Issues (SSI) approach is a learning strategy based on social issues related to science, which aims to improve students' scientific literacy and critical thinking skills. And this approach is able to improve students' scientific literacy and social awareness by connecting chemical concepts to real-world social challenges. This literature review examines the effectiveness of SSI-based learning in improving critical thinking, argumentation skills, and contextual understanding among students. The research method used is a literature review using 10 journals as findings showing that SSI encourages deeper engagement by connecting chemistry to issues such as environmental pollution, industrial waste, and sustainable development, making learning more relevant and meaningful. However, challenges such as limited teacher familiarity with SSI integration, curriculum constraints, and students' difficulties in analyzing complex socio- scientific debates hinder its widespread implementation. Proposed solutions include teacher training programs, adoption of problem-based and inquiry-based learning models, and institutional support for curriculum development. The study concludes that SSI significantly improves scientific literacy and decision-making skills when supported by structured pedagogical strategies and institutional commitment. Future research should focus on a scalable SSI implementation framework and its long-term impact on students' social and scientific competencies.
Correlation between Digital Literacy with Chemical Computational Ability: Chemistry Students at UIN Walisongo Harahap, Lenni Khotimah; Drastisianti, Apriliana
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.17593

Abstract

This research aims to determine the relationship between digital literacy and chemical computing abilities of Chemistry Education students at UIN Walisongo Semarang. Digital literacy is an important competency that supports 21st century skills, including mastery of technology in chemistry learning. This research uses a quantitative approach with a correlational design. The research population was all 6th semester students taking the Computational Chemistry course, with a total sample of 56 students. The research instruments consisted of a digital literacy questionnaire, computational chemistry practice tests, observation sheets, and interviews. Data analysis was carried out using the Pearson correlation formula. The results showed that there was a positive and significant relationship between digital literacy and students' chemical computing abilities (r = 0.72; p 0.05). This means that students with high digital literacy tend to have better chemical computing skills. This research recommends strengthening digital literacy in the technology-based chemistry learning curriculum.
Analysis of Chemistry Education Students' Perceptions Regarding the Use of ChatGPT for Organic Chemistry Learning Fikriya, Sakti Hidayati; Zulqurnain, Muhammad; Suharman, Andi; Ad’hiya, Eka
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.17937

Abstract

Advances in artificial intelligence technologies, such as ChatGPT, provide new opportunities for learning Organic Chemistry, a subject noted for its abstract and complex concepts. The purpose of this study is to investigate students' impressions of using ChatGPT as a learning tool for mastering Organic Chemistry subjects. This descriptive quantitative study included 87 Chemistry Education Study Program students from Sriwijaya University's Faculty of Teacher Training and Education. A Likert-scale survey was used to obtain data on frequency of usage, perception of use, perception of utility, prompt effort, and ethical awareness when using ChatGPT. The results revealed that 98.9% had used ChatGPT to learn Organic Chemistry; 74% thought ChatGPT was successful in promoting understanding of the content; and 72% recognized the efficiency of learning time. Thematic study revealed that ChatGPT aided in the smooth exposition of difficult concepts such as stereochemistry and chemical processes. However, 59% believed that the explanations' accuracy required further scientific validation. Respondents acknowledged the possibility of conceptualization errors if ChatGPT was utilized without lecturer guidance or evaluation of scientific sources. These findings support ChatGPT's potential as an adaptable and relevant Organic Chemistry learning tool for achieving 21st-century demands such as critical thinking and problem solving. Additional study recommendations include integrating ChatGPT into organic chemistry learning models and media.

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