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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 506 Documents
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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.

Page 51 of 51 | Total Record : 506

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