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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 80 Documents
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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.
COMPREHENSIVE ANALYSIS OF GROUNDWATER QUALITY IN BANTAYAN VILLAGE TOURISM AREA, NORTH ACEH: PHYSICAL, CHEMICAL, AND MICROBIOLOGICAL PERSPECTIVES Syafrizal, Syafrizal; Sari, Arlin Maya; Dewi, Ucia Mahya; Nasution, Nurul Azmi; Fadillah, Putri
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.v12i2.41336

Abstract

The water quality of drilled wells in the tourist area of Bantayan village, North Aceh, has been carried out. This study aims to find out how suitable the water from the drilled well is for use by the community in the area. Samples were taken from five water sources of drilled wells with a depth of 3.5 m located in Bantayan village. The feasibility of water consumption can be assessed by testing the quality based on microbiological, physical, and chemical parameters. The parameters measured were color, turbidity, odor (physics), heavy metal content pH (chemical), and bacterial content (microbiology). The measurement results showed that although almost all water samples had water quality that met the standards based on physical and chemical parameters, the water sourced from the five borewells did not meet the standards of biological tests. Testing revealed the presence of total coliform and Escherichia coli (E. coli) ranging from 8-370 CFU/100 mL and 0-150 CFU/100mL, respectively. According to the requirements of the Regulation of the Minister of Health of the Republic of Indonesia No. 2/MENKES/2023 concerning drinking water quality, the acceptable levels for total coliform and E. coli in drinking water are 0 CFU/100mL. Therefore, the presence of these contaminants in the drilled well water renders it unsuitable for consumption, posing potential health risks to the community.
FUZZY DELPHI METHOD FOR DESIGNING AND DEVELOPING ACID BASE Et-PBL MODULE TO IMPROVE PROBLEM-SOLVING SKILLS Khaira, Kuntum; Ibrahim, Mohd Mokhzani
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.v12i2.41325

Abstract

Innovative and creative techniques and materials for teaching and learning are required to stay up with the advancements of globalization. The purpose of this study is to reach expert consensus on the precise and relevant components that should be used while designing and developing an acid-base Et-PBL module to improve problem-solving skills.This study's design is quantitative and employs the Fuzzy Delphi method.Thirty-three items made up the questionnaire instrument used to gather research data. Twelve experts from 10 different colleges who specialize in chemistry education and Islamic education participated in the study.Based on the expert consensus value over 75%, the fuzzy score (A) - cut value = 0.5, and the threshold value (d) 0.2, the data analysis results indicated that the experts accepted all these items. Consequently, it demonstrates that these components have been agreed upon by experts and are required for the design and development of the acid-based Et-PBL module
ANALYSIS OF STUDENTS CHEMICAL BONDING MISCONCEPTIONS USING TWO-TIER DIAGNOSTIC TEST Putri, Nabilah Mustika; Rahmawati, Yuli; Irwanto, Irwanto
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.v12i2.39592

Abstract

This study aims to identify the misconceptions of 10th-grade students of a Senior High School (SMA N 1) Ciawi Bogor on chemical bonding by using a two-tier diagnostic test consisting of nine questions. The research method that was carried out was quantitative research with adescriptive approach. The participants of this study were classes X-2, X-4, and X-8 of SMAN 1 Ciawi in the academic year 2023/2024, with a total sample of 96 students taken from three classes using purposive sampling. Moderate misconceptions concerning ionic bonding have been discovered in the responses provided by the students for questions 1 and 2, with percentages of 37.50 and 34.38%, respectively. In Question 3, which covered lattice and intermolecular forces on silicon carbide, misconceptions among students were found to be 72.92%, indicating a high level of misconception. The percentage of students experiencing misconceptions about ionic bonding in question 4 (58.33%) was considered moderate. Students' misconceptions about bonding and intermolecular forces on magnesium oxide were determined to be relatively low, at 30.21%. Students who experienced misconceptions about the conductivity of graphite (Question 6) were 43.75%, which can be categorized as moderate misconceptions. In Question 7 about sulfur, student misconceptions were observed at 15.63%, but there were 47.92% who did not have prior knowledge about sulfur as a simple molecular compound. When asked about the differences in intermolecular forces on water and hydrogen sulfide, the percentage of students who had misconceptions was observed at 50.00%, then on the concept of lattice and intermolecular forces on macromolecules at 25.00%. These results are also influenced by students' prior knowledge of macromolecules, which is quite limited. Teachers and educators can employ some potential futuristic instructional methods to help students understand chemical bonding more efficiently, such as implementing VR and AR simulations, integration of gamification and game-based learning, andvirtual field trips and interactive demonstrations.
ENHANCING COGNITIVE LEARNING OUTCOMES ON CARBOXYLIC ACIDS THROUGH NEARPOD-ASSISTED PROBLEM-BASED LEARNING: A STUDY IN ORGANIC CHEMISTRY COURSE Nurlatipah, Dede Dalpa; Windayani, Neneng; Sari, Sari; Sukmawardani, Yulia
Chimica Didactica Acta Vol 13, No 1: June 2025
Publisher : FKIP USK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jcd.v13i1.46010

Abstract

This study aims to investigate the enhancement of students cognitive learning outcomes through the integration of Nearpod-assisted Problem-Based Learning (PBL) in carboxylic acid material, as well as to describe students activities, their ability to complete worksheets, and their responses to the use of this media. This study employed a pre-experimental method with a one-group pretest-posttest design and involved 48 fourth-semester students in the Organic Chemistry II course. The results indicate that learning activities were carried out very well (88.76%), students ability to complete worksheets was also high (average score: 88), and cognitive learning outcomes improved moderately (N-Gain: 0.63), with the highest achievement at the analysis level (C4). A total of 98.3% of students responded positively to the use of Nearpod in learning. These findings indicate that integrating the PBL model and Nearpod is an innovative and effective approach to enhancing cognitive learning outcomes, active participation, conceptual understanding, and higher-order thinking skills while highlighting its potential to improve the quality of chemistry education, particularly on abstract topics.
DEVELOPMENT OF ANDROID-BASED AUGMENTED REALITY LEARNING MEDIA FOR THE CONCEPT OF MOLECULAR GEOMETRY Karismayani, Karismayani; Imanda, Riska; lukman, Isna Rezkia
Chimica Didactica Acta Vol 13, No 1: June 2025
Publisher : FKIP USK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jcd.v13i1.46022

Abstract

The integration of Augmented Reality (AR) technology into educational media has the potential to enhance student engagement and understanding of abstract concepts. This study aimed to develop and evaluate the quality of AR-integrated learning media for teaching molecular structures in chemistry. Using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model, this research employed a systematic approach that encompassed five stages of development. The study was conducted with two eleventh-grade classes at a public high school (SMA Negeri 1 Lhokseumawe), involving 66 students as the subjects of the research. Expert validation of the developed media yielded a score of 88, which categorizes it as "Excellent." At the same time, student feedback on usability and engagement resulted in a score of 4.77 in the same category. These results indicate that the AR media is effective and well-received as a supplementary tool for learning molecular structures. The findings highlight the potential of AR technology to enhance conceptual understanding and improve learner satisfaction in the field of chemistry education. Future studies should explore its application across other topics and educational levels to further validate its efficacy and scalability.
CONTEXTUAL BASIC CHEMISTRY MODULE DEVELOPMENT FOR BIOLOGY STUDENTS WITH DIVERSE ABILITIES: AN INCLUSIVE AND DIFFERENTIATED LEARNING APPROACH Rizki, Cut Novrita; Helmanda, Cut Mawar; Fajriana, Nurul
Chimica Didactica Acta Vol 13, No 1: June 2025
Publisher : FKIP USK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jcd.v13i1.45893

Abstract

This study explores the design and development of a contextual basic chemistry module specifically tailored to meet the diverse academic needs of undergraduate biology students. Recognizing the varying educational backgrounds and learning styles of students, the module was systematically created using the ADDIE instructional model, incorporating principles of inclusive pedagogy and differentiated instruction. To enhance accessibility and relevance, the module's content was closely linked to biological concepts and enriched with diverse features such as visual aids, interactive elements, and tasks structured at multiple levels of difficulty. The module was evaluated through a limited-scale implementation involving 25 students from the Tadris Biology program at Muhammadiyah University Aceh, who participated as respondents. Results from this implementation indicated notable improvements in students engagement, conceptual understanding of chemistry, learning motivation, and autonomy. These findings underscore the effectiveness of contextual and inclusive teaching strategies in fostering equitable learning environments and addressing conceptual gaps in interdisciplinary education, particularly for biology students navigating foundational chemistry topics.
THE EFFECT OF SCAFFOLDING GUIDANCE PROMPTING TECHNIQUE IN GUIDED-INQUIRY LEARNING ON STUDENTS' SCIENCE PROCESS SKILLS IN BUFFER SOLUTION CONCEPTS Marini, Cintia; Hasibuan, Muhammad Haris Effendi; Sanova, Aulia
Chimica Didactica Acta Vol 13, No 1: June 2025
Publisher : FKIP USK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jcd.v13i1.46039

Abstract

The purpose of this study is to determine the influence of applying scaffolding Guidance prompting strategy in guided-inquiry learning model on students' science process skills (SPS) in buffer solution concepts of senior high school students. This study also addressed how the prompting technique caused the effect on the SPS. Hence, the study used A mixed method research methodology with a sequential explanatory approach, integrating the quantitative and the qualitative data to answer the aims. A SPS-related observational sheet was used to collect data about two classes students skills in doing practicum. A SPS-oriented test was used to collect data about the students understanding of SPS. In addition, a field notes observational sheet was used to collect data about factors causing the development of students SPS. The results showed the experiment groups SPS score was higher than the control groups SPS score (77.57 and 82.50) in observing skill, and this was the same with the experiment groups SPS who had higher classifying skill compared to the control groups SPS (64.70 and 70.33). The t-test results verified that there was a difference between the two groups' test indicated by the p-value (sig) 0.05. This means the use of prompting technique was effective in nurturing the experiment groups SPS. Based on field observation, it was clear that the use of the prompting technique was very helpful for the experiment group to conduct the experiment.
THE EFFECTIVENESS OF THE THINK PAIR SQUARE (TPSq) COOPERATIVE LEARNING MODEL ASSISTED BY STICK MEDIA ON STUDENT LEARNING OUTCOMES IN CHEMICAL COMPOUND NOMENCLATURE Siburian, Putri Dela; Silalahi, Yoisi Fortuna; Watulingas, Maasje Catherine; Rahmadani, Agung
Chimica Didactica Acta Vol 13, No 1: June 2025
Publisher : FKIP USK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jcd.v13i1.45852

Abstract

Low student learning outcomes are often caused by limited student participation and the use of teacher-centered learning approaches. This study aims to determine the effectiveness of the Think Pair Square (TPSq) cooperative learning model assisted by stick media in improving student learning outcomes, particularly in the topic of chemical compound nomenclature. The research used a pre-experimental one-group pretest-posttest design with participants from class X-10 students at a senior high school (N=32). Learning outcomes were measured using tests given before and after the implementation of the model. Data were analyzed using a non-parametric Wilcoxon test. The results indicated a significant improvement in student learning outcomes, with an N-Gain score of 0.71 (high category) and an effect size of 3.85 (very strong category). The TPSq model, supported by stick media, encouraged students to think, discuss, and share ideas actively, leading to a deeper understanding of the material. In conclusion, the stick media-assisted TPSq learning model is effective in enhancing student learning outcomes in chemical compound nomenclature.

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