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UNESA Journal of Chemical Education
  • 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 486 Documents
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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.
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.

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