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Chimica Didactica Acta : Journal of Chemistry and Chemistry Education
Published by Universitas Syiah Kuala
ISSN : 23384522     EISSN : 28096789     DOI : https://doi.org/10.24815/jcd
Core Subject : Science, Education,
Chemistry Education
Chimica Didactica Acta is a peer reviewed journal publishing research articles that address the topics of chemistry and chemistry education and practices. We focus on the topics but not limited to organic chemistry, inorganic chemistry, analytical chemistry, biochemistry, physical chemistry and educational chemistry and practices
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 13 Documents
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Search results for , issue "Vol 12, No 2: December 2024" : 13 Documents clear
ANALYSIS OF LEAD CONTENT IN LIPSTICKS SOLD IN BANDA ACEH USING SPECTROPHOTOMETRY Nasir, M; Khaldun, Ibnu; Mauliana, Ulfa
Chimica Didactica Acta Vol 12, No 2: December 2024
Publisher : FKIP USK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jcd.v12i2.32535

Abstract

Lipstick is a widely used cosmetic product, particularly among women, designed from solid-based materials containing dissolved or suspended colorants that meet regulatory standards. Ensuring lipstick products are free from heavy metals, especially lead, is crucial as ingestion through food or drink is possible. According to BPOM regulations, the permissible lead content in cosmetics is 20 mg/kg or 20 mg/L (20 ppm). This study aimed to analyze the lead content in various lipstick products using UV-Vis spectrophotometry and validate the method's reliability through parameters such as accuracy, precision, linearity, limit of detection (LoD), and limit of quantification (LoQ).The methodology involved the use of Alizarin Red S as a complexing agent. Accuracy was determined at 99.21%, precision ranged from 0.1973% to 2.3905%, linearity was measured at 0.9986, and the LoD and LoQ values were 0.0726 ppm and 0.2420 ppm, respectively. The lead concentrations in local red lipstick, local peach lipstick, imported red lipstick, imported peach lipstick, and Arabic-style lipstick were 4.4831 ppm, 3.2675 ppm, 3.4701 ppm, 2.4675 ppm, and 2.4312 ppm, respectively. These findings confirm that all samples fall well below the maximum allowable lead concentration of 20 ppm as stipulated by BPOM.In conclusion, the tested lipsticks are considered safe for use in terms of lead content. This study underscores the importance of regular monitoring and stringent quality control in cosmetic production to ensure consumer safety.
THE EFFECT OF THE READ, ANSWER, DISCUSS, EXPLAIN, AND CREATE (RADEC) LEARNING MODEL ON STUDENTS' CHEMICAL LITERACY SKILLS IN THE INDEPENDENT CURRICULUM Aufa Rofiki Lubis, Maulida; Alvina, Sirry; Muliaman, Agus; Rezkia Lukman, Isna; Fakhrah, Fakhrah
Chimica Didactica Acta Vol 12, No 2: December 2024
Publisher : FKIP USK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jcd.v12i2.39720

Abstract

This research aims to determine the influence of the Read, Answer, Discuss, Explain, and Create (RADEC) model on the chemical literacy abilities of class XI students at SMA Negeri 7 Lhokseumawe through aspects of chemical literacy, namely aspects of context, knowledge, and competence. This research is Pre-Experimental Design research, carried out in the odd semester of the 2023/2024 academic year at SMA Negeri 7 Lhokseumawe. The subjects in this study consisted of 2 classes that took cross-interest chemistry lessons, namely classes XI-1 and XI-2, with 55 students. Sampling was carried out by purposive sampling. The data collection techniques and instruments used in this research were essay questions in the form of stories or literacy, totaling nine questions about reaction rate. The research results show that the t-test data on students' chemical literacy test learning outcomes has a sig. value. (2-tailed) 0.000 0.05, so H0 is rejected, and Ha is accepted. The conclusion is that the RADEC learning model influences the scientific literacy abilities of class XI students at SMAN 7 Lhokseumawe on the reaction rate material. The average value of the students' chemical literacy aspects is that the average value of the context aspect in the experimental class is 79.01, the knowledge aspect is 87.65, and the competency aspect is 60.49. The average value of the context aspect in the control class is 69.04, the knowledge aspect is 35.11, and the competency aspect is 45.83. The influence of chemical literacy abilities can be seen from the average value of students who use the RADEC learning model 76, with the good criterion being higher than students who use the conventional learning model, which is 50 with sufficient criteria.
DESCRIPTION OF STUDENTS' MENTAL MODELS ON BUFFER SOLUTION MATERIALS USING FOUR-TIER DIAGNOSTIC TESTS Ramadhani, Fajri; Azra, Fajriah
Chimica Didactica Acta Vol 12, No 2: December 2024
Publisher : FKIP USK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jcd.v12i2.42101

Abstract

Mental models are very important to know because they can describe the level of students' understanding of chemical phenomena related to certain materials, one of which is a buffer solution that emphasizes the interconnection understanding of the three levels of chemical representation. This study aims to describe the mental model of students in buffer solution materials. The research method used is quantitative descriptive. The sampling technique was purposive sampling, with a sample of 35 students. The research instruments used were a four-tier multiple choice diagnostic test based on mulltire, chemical presentations, and interviews.The results showed that the mental models of students on the buffer solution material were diverse, namely: Scientific Model with a percentage of 18.05%, Synthesis-Partial Understanding A of 5.35%, Synthesis-Partial Understanding B of 32.34%, Synthesis-Misconception of 26.27%, and Initial Model of 21.54%. The percentage of agreement between the test answers and the interview answers was 75% which showed that the answers given in the test and the interview were correct from the students' own understanding.
DEVELOPMENT OF STUDENT WORKSHEETS ON THE PERIODIC SYSTEM OF ELEMENTS BASED ON CONTEXTUAL TEACHING AND LEARNING FOR PHASE-E SENIOR HIGH SCHOOL Risty, Chika Mei; Kurniawati, Desy; Hardeli, Hardeli; Zainul, Rahadian; Syolendra, Dwi Finna
Chimica Didactica Acta Vol 12, No 2: December 2024
Publisher : FKIP USK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jcd.v12i2.42002

Abstract

This study aimed to produce teaching materials in student worksheets based on contextual teaching and learning and to determine the validity and practicality of the student worksheets developed. The research method used is educational design research (EDR), with the Plomp development model carried out until the validity and practicality test stages are achieved. This development research shows that the contextual teaching and learning-based student worksheets developed are valid and practical. This is supported by the validation results, which have an average value of 0.91 and are included in the very valid category. The practicality results obtained from the small group test of students get a percentage of 95%, and the percentage result from the teacher is 92%, which is included in the Highly practical category. These results indicate that the student worksheets developed are feasible to be applied to learning to help students' understanding of concepts on the material of the periodic system of elements and encourage students to become active, creative, and critical learners. The results of this study indicate that the student worksheets developed are suitable for use in the learning process on the material of the periodic system of elements in phase E Senior High School.
DEVELOPMENT OF STUDENT WORKSHEETS ON BUFFER SOLUTION BASED ON GUIDED INQUIRY LEARNING INTEGRATED ETHNOSCIENCE PHASE F OF SENIOR HIGH SCHOOL Al Muhania, Al Muhania; Andromeda, Andromeda
Chimica Didactica Acta Vol 12, No 2: December 2024
Publisher : FKIP USK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jcd.v12i2.41997

Abstract

This research aims to develop an ethnoscience-integrated guided inquiry learning-based student worksheet on buffer solution material for class XI SMA/MA students. The development of learner worksheets is carried out using the type of educational design research (EDR) with the Plomp development model, which consists of several stages: preliminary research, product development, and assessment. The validation results by experts show that the developed student worksheets have an average Aiken's V value of 0.92, which is included in the valid category. In addition, the practical test results showed the practicality of the student Worksheets of 96% of teachers and 92% of students, with an average practicality of 94%, classified in the highly practical category. Based on the results of this study, the worksheet for students based on Guided Inquiry Learning integrated with ethnoscience can be declared valid and very practical to be used in learning buffer solutions at grade 11 Senior High Schools.
EFFECTIVENESS OF A PROBLEM-BASED LEARNING MODULE ON SALT HYDROLYSIS IN IMPROVING STUDENT LEARNING OUTCOMES Batu Bara, Humairoh Azhari; Mawardi, Mawardi; Akmar, Reza; Ulianas, Alizar; Suryani, Okta; Aini, Faiza Qurrata; Mulyanti, Mulyanti
Chimica Didactica Acta Vol 12, No 2: December 2024
Publisher : FKIP USK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jcd.v12i2.41972

Abstract

This study aimed to analyze the effectiveness of the problem-based learning module on students' learning outcomes at SMAN 1 Bukittinggi. This study employed Plomp's development model. The research applies a quasi-experimental type with a non-equivalent control group design. The population includes phase F students of Class XI of SMAN 1 Bukittinggi who are studying chemistry in the 2023/2024 academic year as many as six classes. The sample was taken with a purposive sampling technique, and the selected classes XI F9 and XI F10. The test instrument was 20 multiple-choice questions. The data obtained were analyzed using the n-gain and hypothesis testing with the Mann-Whitney test. The results of data analysis obtained the n-gain value of the experimental class and control class, respectively, namely 0.74 with a high category and 0.58 with a medium category. As for hypothesis testing, the calculation of Asymps. Sig 0.05, then the learning outcomes of experimental class students are higher than those of the control class. The results showed that problem-based learning module learning on is effective in improving student learning outcomes at SMAN 1 Bukittingi.
FEASIBILITY AND PRACTICALITY ANALYSIS OF AUGMENTED REALITY (AR) AS A SCIENCE LEARNING MEDIA IN ELEMENTARY SCHOOLS Muttakin, Muttakin; Dewi, Ucia Mahya; Sari, Arlin Maya
Chimica Didactica Acta Vol 12, No 2: December 2024
Publisher : FKIP USK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jcd.v12i2.41190

Abstract

Information and communication technology should be integrated into the learning process to enhance the quality of education. One of the technologies that can be utilized is Augmented Reality (AR). AR media can help students learn complex concepts through interactive 3D visualizations of science topics. In the study, a science learning media based on mobile Augmented Reality (AR) technology was developed using the 4-D model (Define, Design, Develop, Disseminate). This study aimed to validate the feasibility and practicality of mobile augmented reality (AR) based science learning media. Lecturers, teachers, and students tested the feasibility and practicality of the media. The media validation test conducted by two lecturers resulted in a score of 92.26%, while the subject matter validation test by lecturers and students yielded a score of 97.84%. The developed AR media was also classified as highly practical, with the teacher and student questionnaires scoring 91.07% and 88.33%, respectively. The validity assessments of this AR media indicate that both the media and the subject matter fall into the "Highly Feasible" and "Highly Practical" categories for use as science learning media in elementary schools. The students response to using this media in learning is very good. Students are enthusiastic about participating in learning and enhancing their curiosity.
META-ANALYSIS: THE GUIDED INQUIRY LEARNING MODELS EFFECT ON STUDENTS LEARNING OUTCOMES IN CHEMICAL LEARNING Rindiany, Nindy Aprillia; Aini, Faizah Qurrata
Chimica Didactica Acta Vol 12, No 2: December 2024
Publisher : FKIP USK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jcd.v12i2.41489

Abstract

The guided inquiry learning model is an appropriate pedagogical approach for teaching chemistry, as it engages students directly in the learning process. The objective of this research was to analyze and determine the effect of the guided inquiry learning model on students' learning outcomes in chemistry. This research is a literature study that employs a meta-analysis approach, adapted from the PRISMA methodology. A total of 200 articles published on Google Scholar between 2020 and 2024 were collected using the Publish or Perish application with the keywords "the effect of guided inquiry model," "learning outcomes," and "chemistry." The screening process, which involved adhering to specific inclusion criteria, resulted in the identification of five articles. Subsequently, the ES value was calculated. The data analysis indicates that the guided inquiry model has the potential to enhance student learning outcomes in chemistry, with an average ES value of 1.42, which falls within the high category.
DEVELOPMENT OF WEB-BASED E-STUDENT WORKSHEET USING WIZER.ME ON THE TOPIC OF HYDROCARBON COMPOUND COMBUSTION IMPACT AT GRADE XI Maisura, Cahya; Hanum, Latifah; Zulfadli, Zulfadli
Chimica Didactica Acta Vol 12, No 2: December 2024
Publisher : FKIP USK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jcd.v12i2.40204

Abstract

The Development of Web-Based E-Student Worksheet Using Wizer.me on the Topic of Hydrocarbon Compound Combustion Impact at grade XI. The combustion of hydrocarbon compounds is a critical topic in environmental chemistry that students must thoroughly comprehend. This research aims to analyze the feasibility of the developed E- Student Worksheet and describe the responses of teachers and students to the E- Student Worksheet on the topic of hydrocarbon compound combustion impact. The research method applied is research and development (RD) following the 4-D model, which includes defining, designing, developing, and disseminating. The study was conducted at Senior High School 1 Ingin Jaya, involving 20 students from grade XI IPA 2 as the research subjects. The research instruments consisted of a needs analysis sheet, E- Student Worksheet feasibility sheet by validators, teacher response sheet, student response sheet, and System Usability Scale (SUS) sheet. Validator evaluation indicated a feasibility of 95% with a "highly feasible" category. The results of the teacher response evaluation to the E- Student Worksheet showed an excellent response of 91%, similarly, the students showed an excellent response of 91.13%, and the System Usability Scale (SUS) evaluation scored 82.50, indicating a "good" category. Thus, it can be concluded that the web-based E- Student Worksheet using Wizer.me on the topic of hydrocarbon compound combustion impact is considered feasible to be used as an interactive teaching material with the utilization of IT in learning.
DEVELOPMENT OF TEACHING MATERIALS TO SUPPORT THE MERDEKA CURRICULUM IN REDOX REACTIONS AND ELECTROCHEMISTRY FOR PHASE F SENIOR HIGH SCHOOL Jasmine, Nalisha; Mawardi, Mawardi; Suryani, Okta; Akmar, Reza
Chimica Didactica Acta Vol 12, No 2: December 2024
Publisher : FKIP USK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jcd.v12i2.41981

Abstract

AbstractThe research aims to evaluate the development of teaching materials that incorporate multiple representations of chemical concepts, specifically on the topic of redox and electrochemistry, to support the Merdeka Curriculum and enhance students mental models in Phase F of senior high school. Educational Design Research (EDR) was the chosen methodology and the study involved three university chemistry lecturers, two chemistry teachers, and nine students. Data collection was carried out using validity and practicality questionnaires. The results revealed that the average construct validity score of 0.87 and the average content validity score of 0,86 classified the materials as valid. Furthermore, the practicality assessment showed that this teaching material received a high practicality score, with a score of 97% from teachers and 92% from students indicating ease of application in learning. In conclusion, the teaching materials developed for redox and electrochemistry lessons, incorporating multiple chemical representations, were proven to be both valid and highly practical, supporting the goals of the Merdeka Curriculum in fostering deeper student understanding.

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