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UNESA Journal of Chemical Education
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Published by Universitas Negeri Surabaya
ISSN : 22529454     EISSN : 22529454     DOI : https://doi.org/10.26740/ujced.v9n3
Core Subject : Science, Education,
Chemistry Computer Science & IT Education Other
UNESA Journal of Chemical Education is Online Journal for communicating and reviews covering all chemical education research which published articles in three times a year by Chemistry Department, Chemical Education Study Program, Faculty of Mathematics and Natural Sciences, State University of Surabaya. This Journal provides readers or authors to present learning development in chemical education through publication research articles. Scope and focus in this journal are: 1. Philosophy and curriculum of Chemical education 2. Innovation and Theory of Learning 3. Media of Chemistry Learning 4. Assessment of Chemistry Learning 5. Missconception in Chemistry UNESA Journal of Chemical Education publishes research articles which are reviewed by expert lecturers. This journal is open access which can used reader to update new issues in chemistry learning.
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 10 Documents
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Search results for , issue "Vol. 14 No. 3 (2025)" : 10 Documents clear
MEASURING AND PROFILING STUDENTS' CRITICAL THINKING SKILLS ON CHEMICAL EQUILIBRIUM USING THE RASCH MODEL Mardhiya, Julia; Sari, Dwy Puspita
UNESA Journal of Chemical Education Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v14n3.p191-201

Abstract

This research focused on measuring students' critical thinking skills in the topic of chemical equilibrium. The instrument used is an essay test consisting of 8 questions. Data collection took place from March to April 2024. The sample size was 80 students. Data were analyzed using the Rasch Model with Winsteps 5.6.0. The instrument underwent testing for unidimensional, validity (item fit), reliability, item difficulty level (item measure), and individual ability level (person measure). The analysis showed that the instrument had a person reliability of 0.64 and item reliability of 0.96. The interaction between person and items is displayed on the Wright Map and Scalogram. The analysis of person and items provided significant information about the participants' abilities and the difficulty levels of the tested questions. A total of 4 respondents were identified as misfit according to the model. The identification of person misfit also plays a role in understanding patterns of responses that do not align with the model. The findings of this study can serve as a reflection for both students and lecturers regarding students' critical thinking skills.
THE ANALYSIS OF STUDENT MISCONCEPTIONS ON ESSAY QUESTIONS BASED CHEMICAL EQUILIBRIUM LESSON WITH IN DEPTH INTERVIEW Silviana, Messy; Ritonga, Soleman
UNESA Journal of Chemical Education Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v14n3.p172-177

Abstract

Lack of students' understanding of the concept of chemical equilibrium causes many misconceptions to occur. Chemical equilibrium is one of the topics in chemistry that consists of various concepts that are interconnected, sequential, and organized, so it is often considered complex and causes misconceptions. This study aims to analyze students' misconceptions on the topic of chemical equilibrium and determine its percentage. This study used a mixed method with an explanatory sequential design. The subjects of the study involved 30 students of class XI Tahfiz SMA IT Fadhilah Pekanbaru. The data collection instrument was in the form of essay questions with a reliability coefficient of 0.814 and empirical validity showed 10 valid questions and 3 invalid questions. Data analysis techniques were carried out after collecting test results, including data processing and interpretation to identify misconceptions. The results showed that 17% of students from the total sample had misconceptions. The lowest misconception occurred in indicator (10), namely determining the direction of equilibrium shifts influenced by temperature, with a percentage of 3.33%. Meanwhile, the highest misconception was found in indicator (8), namely determining the direction of equilibrium shift influenced by concentration, with a percentage of 46.67%. Based on these results, it is concluded that the misconceptions that occurred in the sample were in the low category. This shows that the learning method used is quite effective in improving conceptual understanding.
IMPLEMENTATION OF DISCOVERY LEARNING USING INTERACTIVE FLIPBOOK MEDIA IN CHEMISTRY TO IMPROVE MOTIVATION AND LEARNING OUTCOMES IN SENIOR HIGH SCHOOL Ummah, Dinda Khoirul; Prasasti, Tirangga Lutfi; Amalia, Nurul; Subaidi, Faizatunnisa; Auliya, Rima; Novita, Dian; Hadibyono, Luluk; Rizqullah, Aflah Farchan
UNESA Journal of Chemical Education Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v14n3.p178-190

Abstract

This study is a Classroom Action Research (CAR) aimed to measuring the improvement in students’ motivation and learning outcomes through the implementation of the Discovery Learning model using interactive flipbook media on acid-base material. The sample used consisted of 30 students from class XI-3 at SMA Negeri 14 Surabaya. The research consisted of four stages: planning, implementation, observation, and reflection. The instruments used were pre-test and post-test to assess the improvement in cognitive learning outcomes, and a learning motivation questionnaire to measure students’ affective aspects. The results showed that the average N-Gain score increased from 0.61 (moderate category) in the first cycle to 0.76 (high category) in the second cycle. A significant improvement was also observed in students’ learning motivation, increasing from an average percentage of 52.26% in the first cycle to 84.03% in the second cycle after the learning process was carried out. Based on these data, it can be concluded that the application of the discovery learning model using interactive flipbook media is effective in enhancing students’ motivation and learning outcomes in chemistry learning, particularly in acid-base material. The results also indicate that this model and media can serve as an innovative and engaging alternative strategy for future chemistry education.
THE USE OF GOOGLE SITES AS A LEARNING MEDIUM TO IMPROVE STUDENTS’ COGNITIVE LEARNING OUTCOMES AND SELF-EFFICACY IN THE TOPIC OF BASIC LAWS OF CHEMISTRY Azizah, Putri Augista Nur; Sulistina, Oktavia; Setyowati, Istri
UNESA Journal of Chemical Education Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v14n3.p238-245

Abstract

This study aims to determine the improvement in students’ cognitive learning outcomes and self-efficacy through the use of Google Sites as a learning medium. The study was conducted at SMA Laboratorium UM in class X.4 in the 2024/2025 academic year with 36 students. The study was conducted using a Classroom Action Research (CAR) method. The instruments used were observation sheets, test questions, and self-efficacy questionnaires. The study results showed that the implementation of learning in cycle I was 88.28% and in cycle II was 90.50%. In addition, students’ cognitive learning outcomes increased, as evidenced by the students’ classical completeness rate, which rose from 44.44% in cycle I to 88.89% in cycle II. Students’ self-efficacy also increased from 24.50 to 30.14 in cycle II and was categorised as high. Thus, the use of Google Sites as a learning medium has been shown to improve students’ cognitive learning outcomes and self-efficacy in the context of the Basic Laws of Chemistry material.
IMPLEMENTATION OF GUIDED INQUIRY LEARNING WITH SOCIO-SCIENTIFIC ISSUES CONTEXT TO STUDENTS' CRITICAL THINKING SKILLS ON BUFFER SOLUTION MATERIAL Afifah, Sabrina Aulia; Sulistina, Oktavia; Setyowati, Istri
UNESA Journal of Chemical Education Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v14n3.p202-209

Abstract

This study aims to determine the effect of the application of guided inquiry learning model with Socio-Scientific Issues (SSI) context on students' critical thinking skills on buffer solution material. This study used a pre-experiment design type one group Pre-Test Post-Test with the subject of 30 students of class XI MIPA 6 SMA Laboratorium UM Malang. The measurement instrument was a reasoned multiple choice test to measure students' critical thinking skills. Data were analyzed using normality test, homogeneity, N-Gain analysis, and Wilcoxon test. The results showed an increase in the average Post-Test score by 36.48 points from the Pre-Test. The N-Gain value showed an increase in the medium (56.67%), low (40.00%), and high (3.33%) categories. Guided Inquiry Learning syntax cinsisting of Problem Orientation, Problem Formulation, Hypothesis Formulation, Investigation, Data Analysis, and Conclusion Drawing proved effective in encouraging students’ critical thinking skills. SSI contexts such as betel nut phenomenon provide contextual stimulus that helps students to be able to connect chemistry concept with their daily life and also strengthens students’ analysis and reflection in chemistry learning The Wilcoxon test results produced a significance value of 0.000 (p < 0.05) which means there is a significant difference between the Pre-Test and Post-Test. GIL syntax consisting of problem orientation, problem formulation, hypothesis formulation, investigation, data analysis, and conclusion drawing proved effective in encouraging students' critical thinking skills. SSI contexts such as the betel nut phenomenon provide contextual stimulus that strengthens students' analysis and reflection in chemistry learning.
IMPACT OF PROCESS-ORIENTED GUIDED INQUIRY LEARNING (POGIL)WITH THE CONTEXTUAL TEACHING AND LEARNING (CTL) BASED APPROACH IN IMPROVING STUDENTS' SCIENCE LITERACY ON BUFFER SOLUTION MATERIAL Salsabila, Rosyada; Sulistina, Oktavia; Setyowati, Istri
UNESA Journal of Chemical Education Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v14n3.p220-226

Abstract

This study aims to investigate the effect of Process-Oriented Guided Inquiry Learning (POGIL) combined with the Contextual Teaching and Learning (CTL) approach on improving students' scientific literacy in the context of buffer solution material. The research was conducted using Classroom Action Research (CAR) involving 32 eleventh-grade students from SMA Laboratorium UM Malang. Scientific literacy was assessed through post-tests at the end of each cycle using PISA-based instruments, along with observation sheets, interview guides, and reflection journals. Each test cycle included five items measuring three literacy aspects: explaining scientific phenomena, interpreting scientific data, and evaluating and designing scientific investigations. The results showed that the average scientific literacy score increased from 65.94% in Cycle 1 to 84.17% in Cycle 2. The greatest improvement occurred in the aspect of evaluating and designing investigations, with an increase of 29.37 points. Additionally, the implementation level of the POGIL-CTL model rose from 83.5% to 91%, indicating enhanced instructional effectiveness. These findings demonstrate that CTL-based POGIL learning can improve students' scientific literacy, particularly in applying scientific processes and contextual understanding.
EVALUATING THE CONSISTENCY OF SENIOR HIGH SCHOOL CHEMISTRY LABORATORY PRACTICE ASSESSMENT USING G-THEORY AND D-STUDY Pratiwi, Yunilia Nur; Rosnawati, Raden
UNESA Journal of Chemical Education Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v14n3.p227-237

Abstract

This study aims to evaluate the reliability of chemistry laboratory practice assessments for Grade XII senior high school students by applying Generalizability Theory (G-theory) and Decision Study (D-study). A total of 79 students were involved in the research, each randomly assigned to perform one of six available chemistry laboratory practice tasks: electrolytes and nonelectrolytes, exothermic and endothermic reactions, enthalpy of neutralization between HCl and NaOH, acid-base titration, identification of acidic-basic properties, and electrolysis of CuSO₄. Each student was assessed independently by two chemistry teachers based on seven performance criteria: equipment selection, procedure, data reading, analysis, conclusion, cleanliness, and time efficiency. The G-study was conducted using a nested-crossed model in which students were nested within laboratory practice tasks and crossed with raters. The results revealed that variance due to raters (43.2%) and residual error (42.2%) dominated the total score variance, while the variance attributed to students nested within laboratory practice was relatively low (14.6%). The D-study produced a generalizability coefficient (Eρ²) of 0.41 and a dependability index (Φ) of 0.26, indicating low reliability for both relative and absolute decisions. A D-study simulation demonstrated that increasing the number of raters and laboratory practice tasks improved reliability. An optimal configuration of six tasks assessed by nine raters is required to achieve an Eρ² ≥ 0.80. These findings underscore the importance of well-designed assessment systems, consistent rater training, and diverse task coverage to ensure fair and dependable laboratory practice scoring. G-theory and D-study prove to be valuable tools for enhancing the quality of performance-based assessments in science education.
DEVELOPMENT OF E-MAGAZINE ON SUNAN AMPEL RELIGIOUS TOURISM THEME ON THE MATERIALS OF ELEMENTS, COMPOUNDS, AND MIXTURES Yanti Fatmawati; Dwi Bagus Rendy Astid Putera
UNESA Journal of Chemical Education Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v14n3.p252-264

Abstract

The purpose of this research is to determine the validity and responses of students towards the E-Magazine learning media themed Religious Tourism of Sunan Ampel on the material of elements, compounds, and mixtures. This research is a type of R&D research with the ADDIE development model. The study was conducted in the even semester of the 2024/2025 academic year at SMP Negeri 4 Surabaya with research subjects from class VIII-A and IX-F. This study uses an instrument in the form of a validation questionnaire for media experts and material experts. The results of the study showed that the media expert assessment had a percentage of 91.67%, and the material expert assessment had a percentage of 88.75%. This result is supported by data on student responses to the e-Magazine themed Religious Tourism of Sunan Ampel with a percentage of 82.36%, categorized as very good. Therefore, the research results show that the e-Magazine on the theme of Religious Tourism of Sunan Ampel, regarding the materials of elements, compounds, and mixtures that were developed, is very valid to be used as a media for learning science and received very good responses from the students.
STUDENT WORKSHEETS BASED ON DISCOVERY LEARNING INTEGRATED ENVIRONMENTAL LITERACY ON HYDROCARBON MATERIALS Nur Anisa, Nela; Erika, Farah; Nurhadi, Mukhamad
UNESA Journal of Chemical Education Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v14n3.p246-251

Abstract

Students’ awareness of environmental sustainability issues, particularly the adverse effects of hydrocarbon compound combustion, remains relatively low. To address this concern, this study aims to evaluate the validity of a discovery learning-based student worksheet (LKPD) integrated with environmental literacy within the hydrocarbon topic. The development of the LKPD employed the ADDIE model, limited to the development phase. Validation was conducted by two subject matter experts, two media experts, and two practitioners. The assessment instrument comprised a 38-item questionnaire covering aspects of content feasibility, presentation feasibility, language feasibility, and graphical feasibility. Validation data were analyzed qualitatively through percentage-based score interpretation. The validation results showed scores of 94.56% from subject matter experts, 95.83% from media experts, and 88.28% from practitioners, all falling into the “very valid” category. The reliability test of the instrument yielded a score of 85.71%, indicating that the product is considered reliable. Based on these findings, the LKPD is deemed suitable for further testing to assess its effectiveness and practicality in classroom learning. However, this study is limited to the validation stage; therefore, further classroom implementation is required to evaluate its direct impact on student learning outcomes and attitudes toward environmental issues.
DEVELOPMENT OF STUDENT ACTIVITY SHEET (SAS) USING MIND MAPPING STRATEGIES TO IMPROVE CREATIVE THINKING SKILLS ON ATOMIC MATERIALS AND NANOTECHNOLOGY Nuha, Shinta Taqiyyah Nabilah; Mitarlis
UNESA Journal of Chemical Education Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v14n3.p210-219

Abstract

This study aims to obtain a suitable SAS to improve students' creative thinking skills. This type of research includes research and development. The development of the model used refers to the 4-D model but is only limited to the stages of determination, design, and development. Trial activities were carried out on 34 students of class XE-3. The feasibility of the developed SAS is guided by validity, practicality, and effectiveness. Validation was carried out by expert validators with scores determined based on the mode value. The results of the study showed the feasibility of the teaching module in terms of content validity and construct validity which obtained modes 4 and 5 in each aspect with valid and very valid categories so that overall the teaching module obtained a mode ≥4 and was declared valid. The results of the practicality analysis were seen from the student response questionnaire and observations of student activities. The percentage of practicality based on the student response questionnaire and student observations was obtained at 92.01% with a very practical category. Meanwhile, the observation results of student activities obtained relevant activities at meeting 1 of 97.62% and meeting 2 97.37%. From the three percentages obtained the percentage of relevant participant activities was increased by 97.5% so that it can be said that the SAS was developed very practically. The results of the analysis of the effectiveness of SAS were measured based on the increase in students' creative thinking skills through the pretest and posttest mind map as well as questions about understanding creative thinking skills on chemical bonding material with N-gain values obtained respectively of 0.73 and 0.72 with a high category. Based on the results of validity, practicality and effectiveness, the mind map strategy teaching module is suitable for use as a learning tool to improve creative thinking skills on atomic and nanotechnology materials.

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