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Journal of Chemistry Education and Integration
Published by Universitas Islam Negeri Sultan Syarif Kasim Riau
ISSN : -     EISSN : 28291921     DOI : DOI: https://doi.org/10.24014/jcei.v1i1
Core Subject : Education, Social,
Education Social Sciences Other
The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in review and the selection process concerns the significance of the contribution to the area of learning and instruction. Learning and teaching, curriculum development, learning environment, teacher education, educational technology, islamic integration in science and educational development at Chemistry Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 70 Documents
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PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KETERAMPILAN PROSES SAINS SISWA PADA MATERI ASAM BASA Fitri Refelita; Nur haliza; Yusbarina yusbarina; Neti Afrianis
Journal of Chemistry Education and Integration Vol. 5 No. 1 (2026): Journal of Chemistry Education and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

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Abstract

AbstractScience process skills are student abilities in applying scientific methods in understanding, developing science, and discovering knowledge.  Student science process skills were currently still relatively low so that an appropriate learning model was needed to overcome this.  This research aimed at finding out the effect of Problem Based Learning (PBL) model toward student science process skills on Acid Base lesson. This research was conducted at the second semester in the Academic Year of 2024/2025 to the eleventh-grade students of Chemistry at State Senior High School 12 Pekanbaru.  Quantitative method was used in this research with pretest-posttest non-equivalent control group design.  The samples of this research consisted of two classes, and they were selected with cluster random sampling technique.  The techniques of analyzing data were t-test to find out the effect of Problem Based Learning model toward student science process skills and determination coefficient test to find out the extent of the influence.  The research findings showed that (1) t-test produced the score of significance 0.000 lower than 0.05, and it meant that there was a significant difference between the experimental class and the control groups with the posttest mean score of science process skills in the experimental group 43.07, and the control group was 34.80, so H0 was rejected, and Ha was accepted; and (2) the determination coefficient test showed that the score of (r2) was 0.354, so it could be concluded that there was an effect of PBL learning model toward student science process skills on Acid Base lesson 35.4%. Keywords : Problem Based Learning, Science Process Skills, Acid-Base         
EFEKTIVITAS AUGMENTED REALITY BERBASIS ANDROID DALAM MENINGKATKAN PEMAHAMAN KONSEP SISWA MATERI HIDROKARBON Nindi Satria Ningsih; La Rudi; Saefuddin Saefuddin
Journal of Chemistry Education and Integration Vol. 5 No. 1 (2026): Journal of Chemistry Education and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

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Abstract

AbstrakPenelitian ini meneliti penggunaan media pembelajaran interaktif Augmented Reality (AR) berbasis Android dalam pembelajaran kimia, khususnya pada materi hidrokarbon kelas XI. Permasalahan yang mendasari penelitian ini adalah rendahnya pemahaman konsep siswa terhadap materi hidrokarbon yang bersifat abstrak, terutama pada visualisasi struktur molekul, ketika pembelajaran masih didominasi oleh media visual statis dan penjelasan konvensional. Oleh karena itu, penelitian ini bertujuan untuk mengetahui efektivitas media pembelajaran AR berbasis Android dalam meningkatkan pemahaman konsep siswa pada materi hidrokarbon. Penelitian ini menggunakan metode kuasi eksperimen dengan desain Non-equivalent Control Group Design. Populasi penelitian adalah seluruh siswa kelas XI pada tahun ajaran 2025/2026. Sampel penelitian terdiri atas satu kelas eksperimen dan satu kelas kontrol yang ditentukan melalui teknik purposive sampling. Kelas eksperimen diberikan perlakuan berupa pembelajaran menggunakan media AR berbasis Android, sedangkan kelas kontrol menggunakan media pembelajaran konvensional berupa tampilan visual statis melalui LCD. Instrumen penelitian meliputi tes pemahaman konsep dalam bentuk two-tier test untuk mengukur tingkat pemahaman konseptual siswa serta angket respon siswa untuk mengetahui tanggapan terhadap penggunaan media AR. Data penelitian dianalisis menggunakan perhitungan nilai N-gain untuk mengetahui peningkatan pemahaman konsep siswa dan uji Independent Sample T-Test untuk menguji perbedaan peningkatan pemahaman konsep antara kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan bahwa rata-rata hasil belajar siswa pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol, yaitu masing-masing sebesar 78,74 dan 67,57. Nilai N-gain kelas eksperimen berada pada kategori sedang hingga tinggi, sedangkan kelas kontrol berada pada kategori rendah hingga sedang. Hasil uji Independent Sample T-Test menunjukkan nilai signifikansi (Sig. 2-tailed) sebesar 0,005 yang lebih kecil dari taraf signifikansi 0,05, sehingga terdapat perbedaan peningkatan pemahaman konsep yang signifikan antara kedua kelas. Selain itu, hasil angket respon siswa menunjukkan respon positif terhadap penggunaan media AR dengan persentase sebesar 72,81% yang termasuk dalam kategori baik. Berdasarkan hasil tersebut, dapat disimpulkan bahwa media pembelajaran interaktif AR berbasis Android efektif digunakan untuk meningkatkan pemahaman konsep siswa pada materi hidrokarbon.Keywords :  augmented reality, media pembelajaran, pemahaman konsep, hidrokarbon.
PENGEMBANGAN INSTRUMEN TES LITERASI KIMIA PADA MATERI SISTEM PERIODIK UNSUR SMA/MA Siti Nurfaizah Ariani; Yerimadesi Yerimadesi; Fauzana Gazali; Faizah Qurrata Aini
Journal of Chemistry Education and Integration Vol. 5 No. 1 (2026): Journal of Chemistry Education and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

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Abstract

Literasi kimia merupakan kompetensi penting dalam pembelajaran kimia yang memungkinkan peserta didik memahami konsep, menafsirkan fenomena ilmiah, serta mengambil keputusan berbasis sains. Materi Sistem Periodik Unsur (SPU) bersifat abstrak sehingga memerlukan instrumen evaluasi yang mampu mengukur literasi kimia secara tepat. Penelitian ini fokus pada pengembangan instrumen tes literasi kimia pada materi Sistem Periodik Tidak Pasti untuk tingkat SMA/MA serta pada penilaian kelayakan instrumen yang dihasilkan. Penelitian ini menggunakan pendekatan Educational Design Research (EDR) dengan penerapan model Rasch. Instrumen dikembangkan melalui penyusunan kisi-kisi, penulisan butir soal, validasi ahli, uji coba, dan analisis data. Validitas diuji menggunakan Content Validity Ratio (CVR) dan menunjukkan nilai CVR berada pada rentang 0,85–0,90, sehingga seluruh butir dinyatakan valid secara isi. Validitas empiris (konstruk) dijelaskan menggunakan pemodelan Rasch dengan bantuan perangkat lunak Ministep dan menunjukkan bahwa seluruh butir soal diterima berdasarkan kesesuaian data dengan model Rasch. Hasil analisis reliabilitas menunjukkan nilai reliabilitas person sebesar 0,61, reliabilitas item sebesar 0,94, serta nilai Cronbach's Alpha sebesar 0,61. Indeks kesukaran butir berada pada rentang 1,74 hingga –2,01 logit, dengan mayoritas butir berada pada kategori sedang. Daya beda butir termasuk kategori tinggi, ditunjukkan oleh instrumen kemampuan yang membedakan peserta didik dengan kemampuan tinggi dan rendah. Berdasarkan hasil tersebut, instrumen tes literasi kimia pada materi Sistem Periodik Tidak Dinyatakan valid, reliabel, dan layak digunakan sebagai alat evaluasi pembelajaran kimia di SMA/MA
EFEKTIVITAS PBL BERORIENTASI STEM TERHADAP KEMAMPUAN ANALISIS DAN PEMECAHAN MASALAH MATERI ASAM BASA Freddy Tua Musa Panggabean; Nazwa Ramadhani; Cynthia Julinar Simanjuntak; Dinda Syuhada Afrian; Divi Ebigael Putri Panjaitan; Esra Saulina Br Sembiring; Kristian Turnip; Ririn Denia Sinaga; Syahrani Siagian
Journal of Chemistry Education and Integration Vol. 5 No. 2 (2026): Journal of Chemistry Education and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jcei.v5i2.39801

Abstract

This study aims to determine the effectiveness of STEM-oriented Problem Based Learning (PBL) on students’ analytical and problem-solving abilities in acid-base material. The research used a quantitative approach with a quasi-experimental method through a pretest-posttest control group design. The population consisted of grade XI students at SMA Negeri 1 Percut Sei Tuan, with samples divided into an experimental class and a control class selected using purposive sampling. The experimental class received STEM-oriented PBL learning, while the control class received conventional learning. Data were collected using pretest and posttest instruments distributed through Google Forms and analyzed using N-Gain and Mann-Whitney U tests. The results showed that the average N-Gain score of the experimental class was 0.547 in the medium category, while the control class obtained 0.256 in the low category. Although the Mann-Whitney U test indicated no statistically significant difference between the two classes (p = 0.0775 > 0.05), descriptively the experimental class demonstrated higher improvement in analytical and problem-solving skills. Therefore, STEM-oriented PBL has the potential to improve students’ higher-order thinking skills and can be used as an innovative learning alternative in chemistry learning, especially on acid-base material.
EFEKTIVITAS FLIPPED LEARNING TERINTEGRASI DEEP LEARNING BERBASIS MULTIPLE REPRESENTATIONS PADA ASAM-BASA TERHADAP BERPIKIR KRITIS SISWA Fitri rohayani; M. Setyarini; Mohammad Ahdiat; Chansyanah Diawati
Journal of Chemistry Education and Integration Vol. 5 No. 2 (2026): Journal of Chemistry Education and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jcei.v5i2.40054

Abstract

The development of technology has changed the demand for various skills, one of which is critical thinking. However, students’ critical thinking skills remain relatively low. This study aimed to describe the effectiveness of flipped learning with a deep learning framework based on multiple representations in acid–base learning to improve students’ critical thinking skills. The study employed a quasi-experimental method with a nonequivalent control group design. Sampling was conducted using purposive sampling, resulting in class XI F.1 as the experimental class and class XI F.2 as the control class, with 36 students in each class. The experimental class implemented flipped learning through independent learning using videos and contextual texts before classroom instruction, followed by practical work, discussions, interpretation of observations, analysis, drawing conclusions, and reflection in class. The intervention integrated a pedagogical deep learning framework through mindful, meaningful, and joyful learning, as well as learning experiences of understanding, applying, and reflecting, supported by macroscopic, submicroscopic, and symbolic representations. The control class received conventional learning. Critical thinking skills were measured using a pretest–posttest instrument covering interpretation, analysis, and inference, and the data were analyzed using N-gain and the Mann–Whitney U test. The results showed that the experimental class obtained a higher mean N-gain (0.63) than the control class (0.37), with both classes falling into the moderate category. The Mann–Whitney U test showed a significant difference between the experimental and control classes (p < 0,001). These findings indicate that the implementation of flipped learning with a deep learning framework based on multiple representations in acid–base learning is effective in improving students’ critical thinking skills.  
PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING TERHADAP  KEMAMPUAN KOGNITIF SISWA PADA MATERI HIDROLISIS GARAM Elvi Yenti; Najla Athifah; Arif Yasthophi; Pangoloan Soleman Ritonga
Journal of Chemistry Education and Integration Vol. 5 No. 2 (2026): Journal of Chemistry Education and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jcei.v5i2.40135

Abstract

Learning models play an important role in increasing student cognitive ability.  Current student cognitive ability was still below the criteria for achieving learning objectives, so an appropriate learning model was needed to overcome this.  This research aimed at finding out the effect of Discovery Learning model on student cognitive ability on Salt Hydrolysis lesson at the eleventh grade of State Senior High School 5 Pekanbaru at the second semester in the Academic Year of 2024/2025.  Quantitative method was used in this research with a quasi-experimental research and pretest-posttest non-equivalent control group design.  The samples consisted of two classes selected with cluster random sampling technique.  The technique of collecting data was multiple-choice test question.  Processing data was done by using t-test and the determination coefficient test.  In t-test, the score of tobserved was higher than ttable. Which is 4,966 > 1.987 with a significance (2-tailed) was 0.000 lower than 0.05, so there was a significant difference, and it could be concluded that H0 was rejected, and Ha was accepted.  The determination coefficient test showed the score of r2 was 0.219, and it could be concluded that there was an effect of Discovery Learning model on student cognitive ability on Salt Hydrolysis lesson 21.9%.
EFEKTIVITAS FLIPPED LEARNING DENGAN FRAMEWORK DEEP LEARNING BERBASIS MULTIPLE REPRESENTATIONS PADA MATERI LARUTAN PENYANGGA DALAM MENINGKATKAN HOTs Chelia Ega Putri; Marina Setyarini; Ni Putu Rahma Agustina; Noor Fadiawati
Journal of Chemistry Education and Integration Vol. 5 No. 2 (2026): Journal of Chemistry Education and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jcei.v5i2.40144

Abstract

This study aims to describe the effectiveness of flipped learning with a deep learning framework based on multiple representations in buffer solutions to improve higher-order thinking skills. The population in this study were all grade XI IPA students of SMA Perintis 2 in Bandar Lampung for the 2025/2026 academic year, consisting of three classes and a total of 204 students. Based on the population, the research sample was determined using a porposive sampling technique, with class XI IPA 1 serving as the experimental class and class XI IPA 7 as the control class. The experimental class was taught using flipped learning with a deep learning framework based on multiple representations, while the controll class received conventional instruction. This study employed a quasi experimental method with a nonequivalent pretest postest control group design. The research instruments consisted of pretest and posttest questions and an observation sheet to assess students' learning activities. The data were analyzed using an independent samples t-test. The results of the independent samples t-test indicated that the mean n-gain score of higher-order thinking skills in the experimental class was 0.71, which was categorized as high, and that the mean n gain score was significantly higher than that of the control class. Therefore, it was concluded that flipped learning with a deep learning framework based on multiple representations on the buffer solution topic was effective in improving students' higher-order thinking skills.
PERBEDAAN HASIL BELAJAR SISWA MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN THINK PAIR SHARE Fitri Refelita; Yolatifa Antikha; Yusbarina; Elvi Yenti
Journal of Chemistry Education and Integration Vol. 5 No. 2 (2026): Journal of Chemistry Education and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jcei.v5i2.40222

Abstract

The learning model used by teachers is still less varied so that it can affect student learning outcomes. In this study, researchers compared two learning models so that it is known which one is best used by teachers as a way to support student learning outcomes to improve and increase. The purpose of this study is to see the difference in the use of Problem Based Learning (PBL) and Think Pair Share (TPS) models on student learning outcomes on the material of basic laws of chemistry at As-Shofa Islamic High School. Research type of pseudo-experiment with Pretest-Posttest Non-equivalent Control Group Design. The samples used were class X.2 as the experimental class I which was treated with the application of the PBL model and class X.3 as the experimental class II which was treated with the application of the TPS model. The final data analysis in this study is the hypothesis test with the t test. Based on the results of the t test calculation through Microsoft Excel, the researcher obtained the value Thitung (1.2688) < Ttabel (2.023) which means that H0 is accepted so it can be concluded that there is no significant difference in student learning outcomes through the PBL and TPS models on the material of the basic laws of chemistry class X As-Shofa Islamic High School.
IMPLEMENTASI BAHAN AJAR DENGAN PENDEKATAN KIMIA HIJAU BERBASIS SDGs TERHADAP KOMPETENSI SISWA: LITERATURE STUDY Nurhayati Meha; Mukhlis
Journal of Chemistry Education and Integration Vol. 5 No. 2 (2026): Journal of Chemistry Education and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jcei.v5i2.40234

Abstract

Implementing green chemistry-based teaching materials aligned with the Sustainable Development Goals (SDGs) is a strategy to support sustainable chemistry education. This study aims to analyze the characteristics of such material implementation and its contribution to student competencies. A Systematic Literature Review (SLR) using the PRISMA approach was conducted on 21 articles published between 2021 and 2025. The results indicate that e-modules are the most frequently developed type of teaching material, while SDG integration is dominated by SDG 4 (Quality Education). The implementation of these green chemistry materials contributes most significantly to students' scientific literacy, learning outcomes, and critical thinking skills. These findings suggest that while the development of green chemistry materials supports educational goals, integration with specific SDGs remains limited. This study can serve as a reference for teachers, material developers, and future researchers regarding the development of SDGs green chemistry teaching materials.  
EFEKTIVITAS MODEL POE BERBASIS MULTIPEL REPRESENTASI KIMIA PADA MATERI ASAM-BASA UNTUK MENINGKATKAN PENGUASAAN KONSEP Haliza Aulia; Ila Rosilawati; Bayu Saputra; Chansyanah Diawati
Journal of Chemistry Education and Integration Vol. 5 No. 2 (2026): Journal of Chemistry Education and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jcei.v5i2.40271

Abstract

This study aimed to describe the effectiveness of the Predict-Observe-Explain (POE) learning model based on multiple chemical representations in acid-base material to improve the conceptual understanding of eleventh-grade students at MAN 1 Bandar Lampung in the 2025/2026 academic year. The population of this study consisted of seven classes taking chemistry courses (XI F1.1 to XI F1.7). The samples were selected using purposive sampling, resulting in class XI F1.1 as the experimental class, consisting of 33 students, and class XI F1.2 as the control class, consisting of 31 students. This study employed a quasi-experimental method with a pretest-posttest control group design. The results showed that the average n-Gain of students' conceptual understanding in the experimental class was 0.69, while that of the control class was 0.59, both of which were categorized as medium. The hypothesis testing results indicated that the average n-Gain of the experimental class was significantly higher than that of the control class. These findings demonstrate that the POE learning model based on multiple chemical representations is effective in improving students' conceptual understanding.

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