cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Edi Elisa
Contact Email
edelchems@unja.ac.id
Phone
+6281271184167
Journal Mail Official
jisic@unja.ac.id
Editorial Address
Jl. Lintas Sumatera Jl. Jambi - Muara Bulian No.Km. 15, Mendalo Darat, Kec. Jambi Luar Kota, Kabupaten Muaro Jambi, Jambi 36122
Location
Kota jambi,
Jambi
INDONESIA
Journal of The Indonesian Society of Integrated Chemistry
Published by Universitas Jambi
ISSN : 20851715     EISSN : 26215543     DOI : https://online-journal.unja.ac.id/jisic
Core Subject : Science, Education, Engineering,
Chemical Engineering, Chemistry & Bioengineering Chemistry Education
Journal of the Indonesian Society of Integrated Chemistry (JISIC) accepts unpublished, high quality, and original research manuscripts in either English or Indonesian; resulting primarily from quantitative, qualitative, or mixed research in sync with Chemistry education. These issues include, but not limited to, practices, policies, and research in Chemistry education covering the area of: 1. Chemical Education, Lesson Study or Classroom Action Research 2. Source/Material/Learning Education for Chemistry 3. Curricullum of Chemical Education 4. Chemical Laboratory Management 5. Evaluation of Chemical Education 6. Educational Profession, specially teachers of Chemistry Subject JISIC will not accept research articles or manuscripts submitted for publication elsewhere. JISIC does not publish book reviews, program evaluations or research articles merely explaining programs, courses, or personal experiences.
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 174 Documents
 14   15   16   17   18 
Development of Flashcard Learning Media with Dual QR – Code Based on Augmented Reality and Live Worksheet on Chemical Bonding Materials Andoni, Tri; Dalimunthe, Makharany
Journal of The Indonesian Society of Integrated Chemistry Vol. 18 No. 1 (2026): Journal of The Indonesian Society of Integrated Chemistry
Publisher : Pendidikan Kimia FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jisic.v18i1.54223

Abstract

This study aims to develop flashcard learning media with Dual QR-Code based on Augmented Reality (AR) and Live worksheet on chemical bonding material and to determine its validity, user response, and effectiveness on student learning outcomes. This research is development research (Research and Development) with a 4D model (Define, Design, Develop, Disseminate). The research subjects included three lecturers as validators, three chemistry teachers for response teachers, and 34 grade X students in a limited trial at MAN 2 Model Medan. The instruments used were validation sheets, response questionnaires, and pretest and posttest tests. The results showed that the media had a very high level of feasibility with media validation of 96% and material validation of 91%. Teacher responses were 96% (very interesting) and student responses were 78% (interesting). The effectiveness of the media was shown by an increase in learning outcomes, with an average pretest score of 42.35 to 88.97 in the posttest and an N-Gain value of 0.81 (high category). The Wilcoxon test showed a significance value of 0.000 < 0.05, indicating a significant effect of media use on learning outcomes. Thus, the developed media is valid, engaging, and effective for use in learning chemical bonds.
STEM-Based Assessment in Chemistry Education: A Systematic Literature Review of Its Design and Implementation in Secondary Schools Ningrum, Sinta Ayu; Nahadi, Nahadi
Journal of The Indonesian Society of Integrated Chemistry Vol. 18 No. 1 (2026): Journal of The Indonesian Society of Integrated Chemistry
Publisher : Pendidikan Kimia FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jisic.v18i1.54722

Abstract

This study aims to analyze the design and implementation of STEM-based assessment in secondary school chemistry education through a Systematic Literature Review (SLR). The review follows PRISMA 2020 guidelines and examines 23 peer-reviewed articles published between 2021 and 2026, sourced from Scopus and Crossref databases. The findings indicate that STEM-based assessment designs are predominantly developed using project-based, problem-based, performance, and portfolio approaches, supported by various instruments such as e-portfolios, laboratory activities, e-modules, and test-based assessments. These designs primarily focus on measuring higher-order thinking skills, including critical thinking, creativity, problem-solving, and scientific literacy. In terms of implementation, STEM-based assessment is generally integrated into learning activities such as projects, laboratory work, and digital-based instruction, reflecting a shift toward more authentic and process-oriented evaluation practices. However, several challenges remain, including the lack of standardized assessment frameworks, uneven integration of STEM components, particularly in the engineering aspect, and limited teacher readiness in designing and implementing such assessments. These findings highlight the need for more comprehensive and standardized STEM-based assessment models, as well as continuous professional development to support effective implementation in chemistry education.
Relationship Between ChatGPT Use and Critical Thinking in Organic Chemistry Learning Fikriya, Sakti Hidayati; Zulqurnain, Muhammad; Suharman, Andi; Ad’hiya, Eka
Journal of The Indonesian Society of Integrated Chemistry Vol. 18 No. 1 (2026): Journal of The Indonesian Society of Integrated Chemistry
Publisher : Pendidikan Kimia FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jisic.v18i1.55951

Abstract

This study explored the relationship between ChatGPT use and critical thinking skills in Organic Chemistry learning among chemistry education students. A quantitative correlational research design was employed involving 87 undergraduate students enrolled in an Organic Chemistry course at Sriwijaya University. Data on ChatGPT use were collected through a four-point Likert-scale questionnaire covering frequency of use, perceived usefulness, ease of use, and ethical awareness, while critical thinking skills were assessed using a three-component test consisting of answer accuracy, scientific reasoning, and self-reported confidence level. Data were analyzed using descriptive statistics and Pearson correlation analysis. The findings revealed that most students frequently used ChatGPT to support their understanding of complex Organic Chemistry concepts and perceived it as helpful for improving learning efficiency. However, the Pearson correlation analysis showed no significant relationship between ChatGPT use and students’ critical thinking skills (r = −0.060, p = 0.581). The findings suggest that the ChatGPT use alone does not automatically enhance or diminish critical thinking skills. Its educational impact depends on how students critically evaluate, verify, and utilize AI-generated information. Therefore, pedagogical guidance is necessary to support the meaningful integration of AI-assisted learning in Organic Chemistry education.
Enhancing Students' Critical Thinking in Organic Chemistry: A Quasi-Experimental Study on PBL-Based E-Modules Helsy, Imelda; Rizkiyani , Sinta; Sari, Sari; Sunarya, Risa Rahmawati; Aisyah, Riri
Journal of The Indonesian Society of Integrated Chemistry Vol. 18 No. 1 (2026): Journal of The Indonesian Society of Integrated Chemistry
Publisher : Pendidikan Kimia FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jisic.v18i1.57208

Abstract

Critical thinking skills are an essential 21st-century competency; however, students' mastery of protein concepts in Organic Chemistry remains low. This study, employing a quasi-experimental design (pretest-posttest nonequivalent control group) involving 77 undergraduate students, aimed to analyze the improvement in students' critical thinking skills through the implementation of an e-module-assisted Problem-Based Learning (PBL) model, as compared to conventional instruction. The research instrument consisted of a test designed to measure four critical thinking indicators: interpretation, analysis, inference, and evaluation. The results revealed that the experimental group achieved an average N-gain of 0.335 (moderate category), whereas the control group attained an average N-gain of only 0.07 (low category). However, the Mann-Whitney U test indicated no statistically significant difference in the improvement of critical thinking skills between the experimental and control groups (p = 0.324). Nevertheless, descriptive statistics demonstrated that the experimental group exhibited a higher average improvement in critical thinking skills than the control group. These findings suggest that the implementation of e-module-assisted PBL has the potential to foster students' critical thinking skills, despite the lack of a statistically significant difference when compared to conventional instruction

Page 18 of 18 | Total Record : 174

 14   15   16   17   18 

Filter by Year

2009 2026


Reset
Filter By Issues
All Issue Vol. 18 No. 1 (2026): Journal of The Indonesian Society of Integrated Chemistry Vol. 17 No. 2 (2025): Journal of The Indonesian Society of Integrated Chemistry Vol. 17 No. 1 (2025): Journal of The Indonesian Society of Integrated Chemistry Vol. 16 No. 2 (2024): Journal of The Indonesian Society of Integrated Chemistry Vol. 16 No. 1 (2024): Journal of The Indonesian Society of Integrated Chemistry Vol. 15 No. 2 (2023): Journal of The Indonesian Society of Integrated Chemistry Vol. 15 No. 1 (2023): Journal of The Indonesian Society of Integrated Chemistry Vol. 14 No. 2 (2022): JISIC (Journal of The Indonesian Society of Integrated Chemistry) Vol. 14 No. 1 (2022): Journal of The Indonesian Society of Integrated Chemistry Vol. 13 No. 2 (2021): Journal of The Indonesian Society of Integrated Chemistry Vol. 13 No. 1 (2021): Journal of The Indonesian Society of Integrated Chemistry Vol. 12 No. 2 (2020): Journal of The Indonesian Society of Integrated Chemistry Vol. 12 No. 1 (2020): Journal of The Indonesian Society of Integrated Chemistry Vol. 11 No. 2 (2019): Journal of The Indonesian Society of Integrated Chemistry Vol. 11 No. 1 (2019): Journal of The Indonesian Society of Integrated Chemistry Vol. 10 No. 2 (2018): Journal of The Indonesian Society of Integrated Chemistry Vol. 10 No. 1 (2018): Journal of The Indonesian Society of Integrated Chemistry Vol. 9 No. 2 (2017): Journal of The Indonesian Society of Integrated Chemistry Vol. 9 No. 1 (2017): Journal of The Indonesian Society of Integrated Chemistry Vol. 8 No. 2 (2016): Journal of The Indonesian Society of Integrated Chemistry Vol. 8 No. 1 (2016): Journal of The Indonesian Society of Integrated Chemistry Vol. 7 No. 2 (2015): Journal of The Indonesian Society of Integrated Chemistry Vol. 7 No. 1 (2015): Journal of The Indonesian Society of Integrated Chemistry Vol. 6 No. 2 (2014): Journal of The Indonesian Society of Integrated Chemistry Vol. 6 No. 1 (2014): Journal of The Indonesian Society of Integrated Chemistry Vol. 5 No. 2 (2013): Journal of The Indonesian Society of Integrated Chemistry Vol. 1 No. 1 (2009): Journal of The Indonesian Society of Integrated Chemistry More Issue