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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. 3 (2026)" : 10 Documents clear
THE INFLUENCE OF AUGMENTED REALITY (AR) BASED DIGITAL LEARNING MEDIA ON STUDENTS’ COGNITIVE ABILITIES IN ATOMIC STRUCTURE MATERIAL Novriyanti Novriyanti; Lazulva Lazulva
UNESA Journal of Chemical Education Vol. 15 No. 3 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n3.p179-185

Abstract

This research is motivated by the use of Augmented Reality media which is rarely used in learning, so that student learning outcomes using Augmented Reality media are still relatively low. This type of research is a quasi-experimental study with a non-equivalent control design. The purpose of this study is to determine the effect of Augmented Reality-based digital learning media on students’ cognitive abilities in atomic structure material. This research was conducted in the 2024/2025 academic year at SMA Negeri 12 Pekanbaru with the main material Atomic Structure. The instruments used in this study were multiple-choice objective tests and non-test instruments in the form of questionnaires. Based on the analysis of test data, the results showed that there was a significant influence of the use of Augmented Reality-based learning media on students’ cognitive abilities in atomic structure material. This is based on the results of hypothesis testing using the t-test on Posttest data. The results of the Posttest study showed a significance value (2-tailed of 0.00 < 0.05, thus indicating a significant difference between the experimental class and the control class. The average N-gain of students’ learning outcomes in the experimental class was 15% and was categorized as high, while in the control class it was 45% and was categorized as moderate. The cognitive abilities of experimental group students were also superior in the cognitive domains of levels C2, C4 and C5. Furthermore, based on the analysis of non-test data, it can be concluded that overall the application of Augmented Reality-based learning media in learning atomic structure chemistry received a good response.
IMPLEMENTATION OF CHEMISTRY AGENT LEARNING MEDIA TO IMPROVE UNDERSTANDING OF MOLE CONCEPTS AND CHEMISTRY CALCULATIONS AT SMAN 11 SURABAYA Suci Dewi Oktafia; Kusumawati Dwiningsih; Bambang Purwantoro
UNESA Journal of Chemical Education Vol. 15 No. 3 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n3.p249-258

Abstract

The aims of this research are to analyze the improvement of understanding of mole concepts and chemistry calculations of class X students through the implementation of Chemistry Agent learning media. This study applies a quantitative approach through quasi-experimental methods and nonequivalent control group design. The research subjects include students in class X-2 as an experimental group and class X-4 as a control group at SMA Negeri 11 Surabaya in the 2025/2026 school year. Data was collected using a three-tier diagnostic test instrument in the form of pretest and posttest, which classified students conceptual understanding into three categories: scientific understanding, misconception, and lack of understanding. Data were analyzed by N-gain test, Shapiro-Wilk normality test, and Mann-Whitney test using IBM SPSS application. The results showed that the improvement in understanding of mole concepts and chemical calculations in the experimental class was higher than that of the control class with an N-gain value of the experimental class reaching 0.69 which was included in the medium category, while the control class obtained 0.47 also in the medium category. The results of the normality test showed that the data was not normally distributed, so the Mann-Whitney test was carried out and an Asymp value was obtained. A sig (2-tailed) of 0.005 (<0.05) indicates a significant difference between the experimental class and the control class. Furthermore,the three-tier classification showed that the experimental class achived higher percentages of conceptual understanding than the control class on almost all postest items, with conceptual understanding ranging from 45.16% to 83.87% in the experimental class and from 14.29% to 77.14% in the control class. Thus, the implementation of Chemistry Agent learning media is effective to improving the understanding of mole concepts and chemistry calculations of class X students of SMA Negeri 11 Surabaya.
IMPROVING SENIOR HIGH SCHOOL STUDENTS’ CRITICAL THINKING SKILLS AND LEARNING ENGAGEMENT IN STOICHIOMETRY THROUGH PROBLEM-BASED LEARNING: A CLASSROOM ACTION RESEARCH Azka Amalia; Fidia Lukita; Muryadi; Setia Rahmawan
UNESA Journal of Chemical Education Vol. 15 No. 3 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n3.p205-217

Abstract

Previous studies have shown that Problem-Based Learning (PBL) effectively improves students’ critical thinking skills, learning outcomes, and engagement in stoichiometry. However, previous studies have mainly focused on learning outcomes. At the same time, the implementation of PBL through Classroom Action Research (CAR), which emphasizes continuous reflection and instructional improvement across cycles, has received limited attention. This study aimed to improve Grade 10 students’ critical thinking skills and learning activities in stoichiometry by implementing the PBL model. This study employed the Classroom Action Research (CAR) method involving 20 Grade 10 students and was conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The success criteria were determined based on improvements in students’ critical thinking skills, learning activities, and learning mastery from Cycle I to Cycle II. Data were collected using pretests, posttests, student worksheets (LKPD), and observation sheets. The average posttest score increased from 82.50 in Cycle I to 85.25 in Cycle II, while student learning activities improved from 46.00% to 68.06%. The N-gain values were 0.254 in Cycle I and 0.175 in Cycle II, both categorized as low, indicating limited improvement due to students’ relatively high initial achievement. In addition, learning mastery increased from 80% to 85%. These findings indicate that implementing the PBL model through continuous reflection and instructional improvement can enhance students’ critical thinking skills and learning activities. Therefore, PBL can serve as an effective instructional strategy for chemistry teachers to promote active learning and foster students’ critical thinking skills in stoichiometry.
DEVELOPMENT OF FLIPBOOK ASSISTED BY AUGMENTED REALITY TO TRAIN STUDENTS’ SCIENTIFIC PROCESS SKILL IN THE TOPIC OF REACTION RATE Aldi Firman Syahputra; Mitarlis Mitarlis
UNESA Journal of Chemical Education Vol. 15 No. 3 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n3.p218-228

Abstract

This study aims to develop a flipbook media assisted by Augmented Reality to train students’ science process skills on the material of reaction rates and to determine its feasibility in terms of validity, practicality, and effectiveness. The research is motivated by the low science process skills of students and the difficulty in understanding the abstract concept of reaction rates so that interactive learning media that supports inquiry learning are needed. The study uses the Research and Development (R&D) method with a 4-D model that includes the define, design, and develop stages. A limited trial was conducted on 36 students of grade XI of SMA Sunan Giri Menganti. The research instruments include validation sheets, observations of learning implementation, observations of student activities, response questionnaires, and pretest-posttest tests of science process skills. The results showed that the developed media obtained mode 4 with a valid category. The practicality of the media is shown by positive student responses of 96.9%, student activities during lessons in the first and second sessions is 96.66% and 96.29%, and the implementation of learning with mode 5 is categorized as very good. The effectiveness of the media is demonstrated through the results of the paired sample t-test which obtained a significance value of ≤ 0.05, so there is a difference in students’ science process skills before and after using the media. Thus, the flipbook assisted by Augmented Reality declared worthy for use as a learning to train science process skills relating to the topic of reaction rates.
DEVELOPMENT OF STUDENTS’ SCIENCE LITERACY ASSESSMENT BASED ON MULTIPLE REPRESENTATIONS ON THERMOCHEMISTRY MATERIAL Lu'lu'atul Munawaroh; Ifah Silfianah
UNESA Journal of Chemical Education Vol. 15 No. 3 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n3.p236-248

Abstract

One of the challenges in chemistry learning is students’ low ability to solve science literacy problems based on multiple representations, particularly in thermochemistry, which is still dominated by symbolic evaluation. This condition indicates the need for more comprehensive evaluation instruments. Therefore, this study was conducted to develop a test instrument using the 4D model from Sivasailam Thiagarajan, modified to 3D (Define, Design, Development). The definition stage includes analyzing needs, students, tasks, concepts, scientific literacy, and multiple representations; the design stage involves determining the instrument form, grid, and question development; and the development stage consists of validation testing, empirical testing, and student profile testing. The research results show that the instrument is valid (90.9%), highly practical (76.66%), with a variety of difficulty levels and an average discrimination index of 0.30, which was categorized as fair. From 30 items, the validity test resulted in 18 valid items with an initial high reliability (0.815). However, students’ science literacy profile is still low (41.15%) because they are not yet accustomed to tackling multiple representation-based literacy. It is recommended that teachers train students to work on science literacy problems based on multiple representations.
APPLICATION OF PROBLEM POSING LEARNING MODEL TO IMPROVE STUDENTS’ CREATIVE THINKING SKILLS IN THE TOPIC OF CHEMICAL EQUILIBRIUM IN GRADE XI Alvin Maghfirah; Rusmini Rusmini
UNESA Journal of Chemical Education Vol. 15 No. 3 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n3.p194-204

Abstract

Previous research has shown that the problem posing learning model is effective in improving students’ creative thinking skills. However, research on the application of the problem posing learning model to the topic of chemical equilibrium which simultaneously studies the implementation of this learning model, student activities, creative thinking skills, learning outcomes, and student responses remains limited. Therefore, this research aims to describe the implementation of the problem posing learning model, student activities, students’ creative thinking skills, student learning outcomes, and students’ responses to the implementation of the problem posing learning model on the topic of chemical equilibrium. The research design used was a single-group pretest-posttest design in classes XI-1 and XI-2 at Mambaul Ulum 2 Private Madrasah Aliyah in Ponjanan Timur, Batumarmar, Pamekasan. The results of the study indicate that the implementation of the problem posing learning model on the topic of chemical equilibrium received an overall rating of “very good,” with average implementation rates of 91.30% and 100% for classes XI-1 and XI-2 during the first meeting and 100% for both classes during the second meeting. Observations of student activities supported the implementation of the problem posing learning model, with an average of 100% (very good category) in every meeting for both Class XI-1 and XI-2. Students’ creative thinking skills improved based on the Paired Samples t-test, which showed a value (2-tailed Sig.) of 0.000 in both Class XI-1 and XI-2 and was supported by N-gain scores in the range of 0.3 ≤ g ≤ 0.7 (medium category). Student learning outcomes improved, with a classical completeness rate of 85% in Class XI-1 and 80% in Class XI-2. The student feedback questionnaire revealed positive responses, with an average percentage of 94.44% in Class XI-1 and 89.72% in Class XI-2. This indicates that problem posing learning model is effective in improving creative thinking skills in the topic of chemical equilibrium.
EFFECTIVENESS OF FLIPPED LEARNING WITH DEEP LEARNING FRAMEWORK BASED ON MULTIPLE REPRESENTATIONS IN ACID-BASE MATERIAL TO IMPROVE SCIENTIFIC PROCESS SKILLS Suci Ramadhanti; Marina Setyarini; Annisa Meristin; Chansyanah Diawati
UNESA Journal of Chemical Education Vol. 15 No. 3 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n3.p186-193

Abstract

This study aims to describe the effectiveness of flipped learning with a deep learning framework based on multiple representations on acid-base material to improve science process skills. The population in this study were all grade XI students of SMA Negeri 1 Bandar Lampung in the 2025/2026 academic year. The research sample was taken using a purposive sampling technique and obtained class F.1 as the experimental class and class F.2 as the control class. In the experimental class, flipped learning with a deep learning framework based on multiple representations was applied and the control class was applied with conventional learning. This study is a quasi-experimental study with a non-equivalent control group design. The instrument used was a science process skills pretest–posttest test. Supporting data on student activities were collected using observation sheets. Data analysis in this study included analysis of primary data, supporting data, and hypothesis testing. Hypothesis testing used was a test for differences in two means with an independent sample t-test. The results showed that the average N-gain of students’ science process skills in the experimental class was significantly higher than the control class, with the average N-gain of students’ science process skills in the experimental class being categorized as moderate. It can be concluded that flipped learning with a deep learning framework based on multiple representations on acid-base material is effective in improving students’ science process skills.
DEVELOPMENT OF AN INTERACTIVE FLIPBOOK TYPE E-BOOK TO IMPROVE STUDENTS’ CRITICAL THINKING SKILLS ON ACID-BASE TOPICS Dea Amaliatus Solikhah; Rinaningsih Rinaningsih
UNESA Journal of Chemical Education Vol. 15 No. 3 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n3.p229-235

Abstract

Critical thinking is an essential competency that should be developed in chemistry learning; however, conventional teaching methods are often considered insufficient to foster this skill effectively. One potential solution is the use of an interactive e-book as a learning material. The interactive e-book was designed by integrating Facione’s critical thinking indicators, namely interpretation, inference, analysis, explanation, evaluation, and self-regulation, to facilitate students’ independent learning and improve their understanding of acid-base concepts. This study aimed to develop an interactive flipbook-type e-book on acid-base topics and evaluate its validity, practicality, and effectiveness in improving students’ critical thinking skills. The study employed the ADDIE development model. The product was validated by three validators consisting of a media expert, an acid-base subject matter expert, and a senior chemistry teacher. A limited field trial was conducted with 33 twelfth-grade students. The interactive e-book achieved a minimum validation mode score of 4 for both content and construct validity, indicating that it was valid for use in chemistry learning. The implementation of learning activities obtained an average score of 97.58%, while the practicality score reached 96.66%, indicating that the interactive e-book was implemented very well and was highly practical. The effectiveness of the interactive e-book was evaluated using the Shapiro–Wilk normality test followed by a paired-samples t-test. The analysis revealed a statistically significant improvement in students’ critical thinking skills after using the interactive e-book (p < 0.001). These findings indicate that the developed interactive flipbook-type e-book is valid, practical, and effective in enhancing students’ critical thinking skills in learning acid-base concepts.
DEVELOPMENT OF CHEMISTRY POCKET BOOK WITH MIND MAPPING STRATEGY ON PERIODIC TABLE TO IMPROVE CREATIVE THINKING SKILLS Badrotul Jamilah; Mitarlis Mitarlis; Mafidatun Ni'mah
UNESA Journal of Chemical Education Vol. 15 No. 3 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n3.p259-269

Abstract

This study aimed to determine the validity, practicality, and effectiveness of a Chemistry Pocket Book (CPB) with a Mind Mapping Strategy to improve students’ creative thinking skills on the topic of the Periodic Table. This research employed a Research and Development (R&D) method using the 4-D model, which was limited to the Develop stage. The validation involved three validators, consisting of two chemistry lecturers and one chemistry teacher. The field trial involved 25 tenth-grade students at SMAS Surabaya. The research instruments included validation sheets, student response questionnaires, observation sheets, creative thinking tests, and mind mapping assessment sheets. The data were analyzed using mode, percentage, the Shapiro–Wilk normality test, the paired-samples t-test, and N-Gain. The results showed that the developed CPB was valid, with the mode values for the validity aspects ranged from 4 to 5. The students’ responses reached 92.01%, indicating that the CPB was highly practical. The effectiveness results showed an average N-Gain of 0.78 (high category) for students’ ability to construct mind maps and 0.76 (high category) for their creative thinking skills. The paired-samples t-test also showed a significant difference between the pretest and posttest scores (p < 0.05). Therefore, the developed CPB with a Mind Mapping Strategy is valid, practical, and effective for supporting students’ creative thinking skills on the topic of the Periodic Table.
VALIDITY OF DISCOVERY LEARNING-BASED E-LKPD TO TRAIN STUDENTS’ METACOGNITIVE SKILLS ON COLLOID MATERIAL Hany Armayanti; Rusly Hidayah
UNESA Journal of Chemical Education Vol. 15 No. 3 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n3.p270-276

Abstract

The aims of this research are the validity of e-worksheets based on Discovery Learning designed to train students’ metacognitive skills on colloid material. The research utilized the 4D development model, which includes four main stages: Define, Design, Develop, and Disseminate. However, the study was limited to the third stage, namely Develop. The subjects of this study were 30 students of Class XI IPA 1 at MAN 2 Gresik. The research instrument included a validation sheet. The validation results showed that e-LKPD 1, 2, and 3 on the content criteria obtained a mode of 4 with percentages of 83.33%, 83.3%, and 100%, respectively. On the construct criteria, e-LKPD 1, 2, and 3 obtained a mode of 4 with a percentage of 66.67%. All three e-LKPDs obtained a mode ≥ 3 and the percentage obtained ≥ 61%, which states that the developed e-LKPD is valid. This e-LKPD is expected to be used as a learning medium in learning colloid material through discovery learning.

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