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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 496 Documents
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DEVELOPMENT OF STUDENT WORKSHEET WITH PROJECT-BASED LEARNING-ORIENTED TO IMPROVE SCIENCE PROCESS SKILLS IN GREEN CHEMISTRY USING ORANGE PEEL WASTE Faatih Ridlo Kusuma; Mitarlis Mitarlis
UNESA Journal of Chemical Education Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n2.p117-125

Abstract

This study aimed to determine the feasibility of a Project Based Learning-oriented SAS to improve students’ science process skills on green chemistry material. The focus of this study was the development of a project-based SAS incorporating green chemistry principles to improve science process skills, including observing, classifying, predicting, measuring, concluding, and communicating. This study employed a Research and Development (R&D) method using the 4D development model (define, design, develop, and disseminate), but was limited to the develop stage. The subjects of this study were 36 tenth-grade students at a high school in Surabaya. The feasibility of the developed SAS was evaluated based on aspects of validity, practicality, and effectiveness. The validity results showed that the SAS obtained a mode score of 4–5 with good and very good criteria. The practicality results showed a learning implementation percentage of 87,5%, student activity observation results of 84,6%, and student response questionnaire results of 94%, all categorized as very good. The effectiveness results showed a classical completeness score of 97,2% and an improvement in students’ science process skills, with N-Gain scores ranging from medium-g to high-g categories. Therefore, the developed SAS is feasible to be used as a chemistry learning material.
DEVELOPMENT OF STEM-PjBL BASED STUDENT ACTIVITY SHEETS ON GREEN CHEMISTRY TOPIC TO SUPPORT STUDENTS’ COLLABORATION SKILLS Elsa Kharisma Zulaicha; Mitarlis Mitarlis
UNESA Journal of Chemical Education Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n2.p126-135

Abstract

Emerging global issues require learning media to support students' collaboration skills to connect concepts and design solutions in order to solve contextual problems. This study aims to describe feasibility of student activity sheet (SAS) based on STEM (Science, Technology, Engineering, and Mathematics) approach and project-based learning on the topic of green chemistry to support collaboration skills. This research employed a research and development (R&D) method using 4D model, limited to the Define, Design, and Develop stages. The limited trial involved 32 tenth-grade students at a Senior High School in Surabaya. The research instruments include validation sheets, student response questionnaires, learning implementation observation sheets, student activity observation sheets, and collaboration skills self-assessment. Data were analyzed descriptively using median scores and percentages.  The validity of SAS was assessed by two chemistry lecturers and one chemistry teacher with median 5 categorized as very valid criteria. The practicality of SAS was measured through student response questionnaires, obtaining percentage of 96,88% categorized as very practical criteria, learning implementation observation with median 5 categorized as very good criteria, and student activity observation with percentage of 94,56% categorized as very good criteria. The effectiveness of SAS was measured through collaboration skills self-assessment, obtaining 86,06% in the first meeting and 93,31% in the second meeting both categorized as very good. These findings indicate that the developed SAS is feasible for supporting students’ collaboration skills in green chemistry topic.
EFFECTIVENESS OF THE DETECTIVE GAME OF CHEMISTRY MEDIA ON STUDENTS LEARNING OUTCOMES IN GREEN CHEMISTRY MATERIAL Agung Wijaya; Muchlis Muchlis
UNESA Journal of Chemical Education Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n2.p136-145

Abstract

This study was motivated by the topic of green chemistry, which requires an understanding of reducing or eliminating the use of hazardous chemicals for humans and the environment; therefore, innovative and engaging learning media are needed. This study aimed to determine the effectiveness of Detective Game of Chemistry in improving students’ learning outcomes on green chemistry topics. The research method used was a quantitative approach with a one-group pretest-posttest design, where the pretest was used to measure students’ initial abilities and the posttest was used to measure learning outcomes after the treatment. Data analysis was conducted using the Wilcoxon Signed Rank Test, classical completeness (mastery learning), and N-gain. The results showed a significance value of 0.001, indicating that there was an improvement in learning outcomes, as posttest scores were higher than pretest scores. The classical completeness result was 96%, categorized as very good and exceeding the success criterion of ≥75%, indicating that the learning process was effective. The N-gain analysis showed that 4% of students were in the low category, 50% in the medium category, and 46% in the high category, with an average N-gain of 0.73, which is classified as high. Based on these results, Detective Game of Chemistry is considered effective in improving students’ learning outcomes in green chemistry using an Android-based learning media.
DEVELOPMENT OF E-HANDOUTS ACID-BASE MATERIALS IN HIGH SCHOOL USING THE SOROGAN LEARNING METHOD M. Zaki Ghufron; Rinaningsih Rinaningsih
UNESA Journal of Chemical Education Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n2.p111-116

Abstract

The Independent Curriculum encourages educators to create innovative, interactive, and student-centered learning processes, especially in chemistry lessons that contain many abstract concepts that often cause difficulties in understanding the material. One alternative that can be implemented is the development of e-handouts combined with the sorogan learning method so that students are more active and able to learn independently in understanding the learning material. This study aims to develop e-handouts on acid-base material using the sorogan learning method and to determine the level of validity, practicality, and effectiveness in improving student mastery of concepts. The method used in this study is Research and Development (R&D) which includes a preliminary study stage, media development, and limited trials with 28 high school students as research subjects. The research instruments consisted of validation sheets, student activity observation sheets, student response questionnaires, and pretests and posttests. The results showed that the developed e-handouts met the validity criteria based on content validity with mode 5 categorized as very valid and construct validity with mode 4 categorized as valid. The developed learning media is also considered practical based on the results of observations of student activities at 89% and student response questionnaires at 81%. In addition, the e-handout was declared effective in improving student conceptual mastery based on the N-Gain Score results with a medium category of 61% and a high category of 4%. Thus, the e-handout based on the sorogan learning method is able to help students understand acid-base concepts more independently, actively, and comprehensively. This research contributes to the development of digital-based chemistry learning media that can be used as an alternative innovative teaching material to support the implementation of the Independent Curriculum through more individualized, interactive, and effective learning.
IMPLEMENTATION OF MASS COMPARISON PRACTICUM TO REDUCE MISCONCEPTION ON LAVOISIER’S LAW AT SMAN 11 SURABAYA Fany Aulia Nur Fadhilah; Kusumawati Dwiningsih; Bambang Purwantoro
UNESA Journal of Chemical Education Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n2.p172-178

Abstract

This study aimed to identify students misconceptions regarding the law of conservation of mass and to examine the effectiveness of laboratory activities in reducing these misconceptions. The study employed a quantitative descriptive using a Pre-Experimental One Group Pretest-Posttest Design involving 33 students of class X-2 at SMAN 11 Surabaya. The study was conducted in one experimental class without a control group. The research instrument used was a three-tier diagnostic test consisting of the categories understanding, misconception, not understanding, and uncertainty. Data were collected through observation, documentation, pretest and posttest. Data analysis was conducted using the Shapiro-Wilk normality test, Wilcoxon signed-rank test, and N-gain calculation with the assistance of SPSS version 32. The results showed that the percentage of students experiencing misconceptions decreased from 82% in the pretest to 3% in the posttest, while the percentage of students in the understanding category increased from 15% to 97%. The Wilcoxon Signed-Rank Test showed a significance value of <0,001, indicating that H0 was rejected and H1 was accepted. In addition, the average N-gain score was 0,9294, which falls into the high category. These findings indicate that the implementation of a mass comparison laboratory activity was effective in reducing students misconceptions and improving their understanding of the law of conservation of mass through direct empirical learning experiences and conceptual reconstruction.
DEVELOPMENT OF NHT-BASED STUDENT WORKSHEETS TO TRAIN STUDENTS’ COMMUNICATION SKILLS ON REACTION RATE MATERIAL Sudzuasmais Sudzuasmais; Bertha Yonata
UNESA Journal of Chemical Education Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n2.p165-171

Abstract

The purpose of this study is to develop student worksheets based on the NHT cooperative learning model to train students’ communication skills regarding reaction rates. This Research and Development project employs the 4-D model (Define, Design, Develop), omitting the Disseminate. A limited pilot test was conducted with twelve students from Class XI-1 at Ngoro State Senior High School, Jombang in the second semester of the 2025/2026 academic year using One Shot Case Study design. The feasibility of the worksheets was assessed in terms of validity, practicality, and effectiveness. Data were collected using validation sheets, student response questionnaires, activity and oral communication observation sheets, and cognitive learning outcome tests. Validation results showed that the worksheet met valid and highly valid criteria with mode values of 3 and 4 for content and construct validity. Practicality was demonstrated by 85,71% of student response questionnaire items categorized as very positive, and 92,35% of student activities observed as very good. Effectiveness was reflected in improvements in oral communication skills; the quantity of opinion-giving increased from 50% to 58,3% and question-asking from 33,3% to 41,6%, both in the fairly good criterion. The quality of oral communication also improved, with opinion quality rising from 41,67% to 44% and question quality from 36,1% to 41,6%, both categorized as fairly good. Written communication quality across all groups reached ≥66,67%, categorized as good. All students achieved cognitive learning mastery with scores of ≥75. Thus, the developed NHT-based worksheets are suitable for training students’ communication skills on reaction rate material.

Page 50 of 50 | Total Record : 496

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