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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. 15 No. 1 (2026)" : 10 Documents clear
FEASIBILITY OF PRACTICUM-BASED E-SAS LIVEWORKSHEET TO IMPROVE CRITICAL THINKING SKILLS Hariono, Devlyn Angelia; Rusmini
UNESA Journal of Chemical Education Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n1.p7-17

Abstract

This study aims to develop a laboratory-based E-SAS liveworksheet that is suitable for use as teaching material to train critical thinking skills in reaction rate material based on three aspects, namely validity, practicality, and effectiveness. This study uses an R&D research type with a 4D model limited to the develop stage. A limited trial was conducted in the 11th grade at a private high school in Surabaya with 30 students. The results showed that the content validity and construct validity of the practical-based E-SAS liveworksheet for training critical thinking skills in reaction rate material met the validity criteria, as indicated by a content criterion mode of 5 in the very good category and a construct of 4 in the good category. The practicality of the E-SAS liveworksheet based on practical work to train critical thinking skills in reaction rate material was declared practical based on the results of the average student response questionnaire of 97% and supported by the results of student activity observations with a mode of 5 in the very good category. The E-SAS liveworksheet based on practical work to train critical thinking skills in reaction rate material was declared effective based on the results of the paired sample t-test with a p-value of 0.000, p-value <0.05, which means that there was a significant difference between the pretest and posttest of students' critical thinking abilities.
DEVELOPMENT OF ENVIRONMENTALLY FRIENDLY CRTT INTEGRATED ELECTROCHEMICAL EDUCATIONAL KITS AS LEARNING MEDIA FOR PARTNER SCHOOLS OF SMA LABS UM Widarti, Hayuni Retno; Sulistyorini, Dwi; Sumarsono, Raden Bambang; Setyowati, Istri; Rokhim, Deni Ainur; Marestya, Alfina Dwi; Juliandani, Fasha
UNESA Journal of Chemical Education Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n1.p1-6

Abstract

This study aims to develop environmentally friendly electrochemical edukits integrated with the Culturally Responsive Transformative Teaching (CRTT) approach. This study involved 32 grade XII MIPA students at SMA Laboratorium UM with a pretest and posttest design. This study shows a significant increase in learning outcomes after using the edu-kit. The data obtained also meets parametric tests, indicating an increase in conceptual understanding of electrochemistry material. The edu-kit helps create more active, contextual learning that is closer to students' lives because they can relate electrochemistry concepts to real situations, environmental awareness, and local cultural values. Overall, the electrochemistry edukit not only improves students' cognitive understanding but also strengthens cultural relevance and sustainability values in chemistry learning.
OPPORTUNITIES AND CHALLENGES OF CHATGPT IN CHEMISTRY: NARRATIVES OF PHILIPPINE PRE-SERVICE TEACHERS Rivera, Kimberly C.
UNESA Journal of Chemical Education Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n1.p54-66

Abstract

Chemistry, especially redox chemistry, has always presented complex challenges to learners as it expects them to work at several different levels of representation and to connect abstract electron transfer processes to actual phenomena in the real world. These obstacles are compounded in pre-service teachers by the fact that they have to master disciplinary material and at the same time, start forming their own professional pedagogical identities. The study examined how twenty-five first-year teacher education students in a Philippine state university interacted with the ChatGPT as a preparatory intervention to learn the redox reactions and how these perceptions were reflected in their written responses to determine the cognitive and professional consequences of such experience. Using qualitative content analysis, six interrelated themes were generated that describe how students experienced ChatGPT as a learning scaffold, its conceptual affordances, perceived limitations, and its implications for their emerging professional identities. The findings suggest that the use of ChatGPT as a self-directed inquiry and contextualized learning scaffold is valuable, but it requires critical assessment and careful incorporation to avoid misconceptions and overdependence. For teacher education, the research explains that in order to make AI literate, teacher education should also be subject mastery that would enable future teachers to use generative AI in a responsible manner and maintain the human-centered, relational, and ethical aspects of teaching that cannot be technologically-enhanced.
CHEMISTRY TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING LEWIS STRUCTURE Mashfufatul Ilmah; Fatayah
UNESA Journal of Chemical Education Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n1.p18-25

Abstract

Lewis structures remain a challenge in chemistry teaching. Many studies have examined students' misconceptions about Lewis structures, but studies specifically analyzing how teachers' Pedagogical Content Knowledge (PCK) influences teaching practices on this topic are still limited. This study aims to analyze chemistry teachers' PCK on the topic of Lewis Structures by examining its three components, Content Knowledge (CK), Student of Knowledge (KS), and Pedagogical Knowledge (PK), and see the relationship between the three. This study uses a qualitative descriptive approach, involving 5 chemistry teachers in the Cilegon area. Data were collected through conceptual understanding test, semi-structured interviews, and an analysis of teachers’ lesson plan documents. Data validity was ensured through triangulation of sources and data collection techniques. Data were analyzed through data reduction, data display, and conclusion drawing. The results of the study showed that although 80% of teachers were able to distinguish Lewis symbols and Lewis structures, 40% of teachers had misconceptions about the octet rule, only 20% were able to calculate formal charges correctly, and all teachers had difficulty achieving resonance with atomic charge distribution. This limitation of Content Knowledge (CK) has an impact on the low ability of teachers to identify student misconceptions (KS) as well as on learning strategies that tend to be procedural and lecture-centered (PK). These findings indicate that the interaction between CK, KS, and PK determines the quality of teachers' PCK and emphasizes the importance of strengthening conceptual CK in the professional development of chemistry teachers.
EFFECTIVENESS OF THINK-PAIR-SHARE STRATEGY IN ENHANCING STUDENTS’ ACADEMIC ACHIEVEMENT AND INTEREST IN DIFFICULT CHEMISTRY CONCEPTS Esiefa, Winifred Ifeoma; Drummond, Helen
UNESA Journal of Chemical Education Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n1.p46-53

Abstract

The failure rate in the subject chemistry at secondary school is on the increase and this has been attributed to students not understanding most of the difficult concepts which formed the foundation of the subject. The method that teachers adopt in the teaching of the subject and the manner the subject is taught may be factors that are responsible for poor performance. The methodology used is the quasi-experimental design using the pretest post-test non-equivalent control group. Quantitative and qualitative methods were employed. The population of the secondary schools used for the study was 1231, the sample size of 173 was used which was drawn using non-random sampling technique. Chemistry Achievement Test (CAT)Chemistry Interest Inventory (CII) and semi-structured interview were used for data collection. The instruments were test piloted and the internal coefficient obtained was 0.85 while the reliability index was 0.79. Mean and standard deviation were used to provide answers to the research questions and Analysis of Covariance (ANCOVA) was used to test the hypotheses. The students in the experimental group had higher interest levels with M=3.10 and Sd=0/43 for post-test compared to the students who were taught with conventional methods, with interest levels of M=2.77 and Sd=0.64. they also had higher achievement scores for the post-test in difficult chemistry concepts M=75.57 with Sd=13.76 than the control group M=63.40, SD=14.91. The think-pair-share strategy demonstrated an effective instructional approach for increasing student interest in the selected challenging chemistry topics: of solubility, hydrocarbon and metals and their compounds that were taught. The findings therefore underscore how effective this pedagogical strategy is in improving both students’ interest and achievement in these difficult chemistry concepts.
DEVELOPMENT OF STUDENT ACTIVITY SHEETS (SAS) ORIENTED ON PROJECT BASED LEARNING (PJBL) TO IMPROVE STUDENTS' CREATIVE THINKING SKILLS ON GREEN CHEMISTRY MATERIAL Dwi Agustin, Liza Nurrahma; Mitarlis
UNESA Journal of Chemical Education Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n1.p26-37

Abstract

The purpose of this study was to produce student activity sheets (SAS) of project based learning to improve student’s creative thinking skills. This research used the Research and Development (R&D) method. with a 4D model, which includes the definition stage, design stage, development stage, and dissemination stage, but in this study, it was limited into the development stage. In this study, limited trials were conducted on 34 tenth grade high school students who had previously studied green chemistry material. The feasibility of the student activity sheets was reviewed in terms of validity, practicality, and effectiveness. The validity aspect obtained a mode of 4 with a good category. The practicality aspect, which was observed from the student response questionnaire, student activities, and implementation, obtained percentages of 96,9%, 95,5%, and 100%, respectively. The effectiveness aspect was reviewed from the improvement in students' creative thinking skills, the results of the improvement of creative thinking skills are stated with an average n-gain score of ≥ 0,7 in the high category. These results were also supported by the Wilcoxon test, which obtained a significance of 0,000 < 0,05. Based on its validity, practicality, and effectiveness, the student activity sheets (SAS) developed is suitable for use as a learning media.
DEVELOPMENT OF TEACHING MODULES BASED ON SETS (SCIENCE, ENVIRONMENT, TECHNOLOGY, SOCIETY) TO IMPROVE STUDENTS CRITICAL THINKING SKILLS IN GREEN CHEMISTRY MATERIAL Nabilah, Anisa; Mitarlis
UNESA Journal of Chemical Education Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n1.p67-77

Abstract

This study aims to describe the feasibility of teaching modules based on SETS (Science, Environment, Technology, Society) to improve students’ critical thinking skills in green chemistry material. This study uses Thiagarajan’s 4D development research method with modifications from Ibrahim’s 3D method, which includes the define, design, and develop stages. Feasibility was assessed based on three aspects: validity, practicality, and effectiveness. Validity was assessed in terms of content and construct validity. Overall, in terms of content and construct validity, the module received a mode of 3 and 4, which are categorized as good and very good. Furthermore, practicality was reviewed from the student response questionnaire, which obtained an average of 94.81% in the excellent category, supported by the results of student activity observations of 89.04%, which showed active involvement in each stage of learning, and learning implementation of 97.65%, which confirmed that the entire series of activities was carried out very well. Meanwhile, the effectiveness of the teaching module based on SETS (Science, Environment, Technology, Society) can be seen from the increase in the average critical thinking skills test score from 28.72 to 83.86 with an average N-gain of 0.7718, which is in the high category. The Wilcoxon test results showed that all students experienced a significant increase (Z = -5.235; Sig. 0.000 < 0.05). Thus, the teaching module based on SETS was declared effective in improving students’ critical thinking skills in green chemistry material.
IMPROVING STUDENTS’ CHEMICAL LITERACY SKILLS THROUGH PROBLEM-BASED LEARNING MODELS ON STOICHIOMETRY TOPICS Trisnawati, Ade; Permatasari, Adinda Amelia; Surya Efendi, Meilisa Rusdiana
UNESA Journal of Chemical Education Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n1.p38-45

Abstract

The purpose of this study was to determine students’ chemical literacy skills after being taught stoichiometry using a problem-based learning model. The Research design is a pre-experimental design with a one-group pretest-posttest design. The sample in this study was 13 new students of Chemical Engineering at PGRI Madiun University in the 2025/2026 academic year. Data collection used a context-based chemical literacy test carried out before and after PBL learning. Based on the Research, the pretest results showed that 100% of students had low chemical literacy, while the posttest results showed that 74% had low chemical literacy and 16% had moderate chemical literacy. Then, the analysis of students' chemical literacy levels from their pretest answers showed the highest percentage at the Scientific Illiteracy Level (72%) and the posttest results showed the most significant percentage at the Functional Scientific Literacy Level (32%). The implementation of PBL to improve students’ chemical literacy skills should consider several factors, such as the lecturer’s support for learning, the selection of material topics, information on students’ misconceptions in stoichiometry, and alignment between the activity design and targeted literacy indicators.
IMPLEMENTATION OF PROJECT-BASED LEARNING IN THE FOOD CHEMISTRY COURSE THROUGH THE SOCIALIZATION OF FOOD INNOVATION AND TECHNOLOGY BY MAKING TEMPEH HEALTH SMOOTHIES Mustafida A, Aida; Talia, Celyta Nirmala Putri; Khofifah, Nur; Azzahro', Ersa Sania; Anggarani, Mirwa Adiprahara
UNESA Journal of Chemical Education Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n1.p88-95

Abstract

Abstract This study aims to assess the capability of project-based learning (PjBL) methods in introducing innovations in the field of food and technology by making healthy tempeh smoothies, as a product of food chemistry courses, in order to deepen students' understanding of local foods. This study is based on the importance of understanding food chemistry that includes aspects of formulating, processing, and storing quality food products. The PjBL model was chosen because it can increase students’ learning motivation, creativity, and critical thinking skills in dealing with contextual problems. The study was conducted on 14 grade X students of Khadijah High School with a One Group Pretest-Posttest design. The research instrument was a multiple-choice test based on Bloom’s taxonomy and a Likert scale response questionnaire. The results showed a significant increase from a pretest score of 92,86 to a posttest score of 99,29. The N-Gain value of 0,89 and an effectiveness level of 88,89% indicated an increase in understanding in the high category and effective learning. Students were able to recognize tempeh as a local food with high nutritional value, understand the fermentation process, health benefits, and its potential for development into a modern beverage product. The questionnaire results showed a very positive response. The hands-on activity of making tempeh health smoothies increased student engagement, confidence, and motivation, including interest in simple entrepreneurial opportunities. Overall, PjBL learning was effective in strengthening local food literacy and fostering an appreciative and innovative attitude toward the use of tempeh as a health smoothies.
ANALYSIS OF MISCONCEPTIONS AMONG TENTH GRADE STUDENTS ON BASIC CHEMISTRY CONCEPTS USING A TWO-TIER MULTIPLE CHOICE INSTRUMENT Driya, Putri Gita; Yuswandi , Rana; Widarti , Hayuni Retno; Purnajanti , Laksmi
UNESA Journal of Chemical Education Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n1.p78-87

Abstract

This study aimed to identify the level of misconceptions held by tenth-grade students on the topic of the Fundamental Laws of Chemistry using a summative two-tier multiple-choice instrument, as well as to determine which conceptual areas were most frequently misunderstood. A descriptive quantitative research design was employed, involving Grade X students from a public senior high school in Malang as the research subjects. The instrument consisted of 15 two-tier multiple-choice items with reasoning. Instrument validity was examined using corrected item–total correlation analysis, showing that 14 out of 15 items had correlation coefficients greater than 0.30, while reliability analysis using Cronbach’s alpha yielded a coefficient of 0.840, indicating high internal consistency. Students’ responses were analysed by categorising them into three levels: understanding (U), misconception (M), and lack of conceptual understanding (LU). The results revealed that students experienced misconceptions across several concepts related to the Fundamental Laws of Chemistry, with the highest percentage occurring in Avogadro’s Law. This study contributes to secondary high school chemistry learning by providing a valid and reliable diagnostic instrument for identifying students’ misconceptions in fundamental chemistry concepts. Overall, the average percentages of students who demonstrated understanding, misconceptions, and lack of understanding were 71%, 24%, and 5%, respectively.

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