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Journal of Chemical Learning Innovation
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 30631629     EISSN : 30630886     DOI : https://doi.org/10.37251/jocli
Core Subject : Science, Education, Social,
Chemistry Education Social Sciences Other
Journal of Chemical Learning Innovation is a double-blind peer-reviewed journal dedicated to disseminating advances in science and research in chemistry, both in Indonesia and in the global context of developing countries. Committed to achieving excellence, Jurnal Inovasi Pembelajaran Kimia publishes comprehensive research articles and invited reviews from leading experts in the fields of chemistry education and chemistry research. The selection criteria prioritize papers that demonstrate high scientific value, convey new knowledge, and have a significant impact on chemistry education and research. The journal focuses on evaluation, chemistry teaching and learning, pure chemistry research, EthnoChemistry, TIMSS Tasks, and related topics at the school and college levels.
Arjuna Subject : Umum - Umum
Articles 29 Documents
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Search results for , issue "Vol. 2 No. 2 (2025): December" : 29 Documents clear
Evaluation of Chemical Health and Safety Practices and Exposure Risks in Undergraduate Chemistry Laboratory Practicum Mutiah Ulfah; Vladimir Morozov; Dinesha Dabera
Journal of Chemical Learning Innovation Vol. 2 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jocli.v2i2.2943

Abstract

Purpose of the study: This study aims to evaluate the implementation of chemical health and safety practices in undergraduate chemistry laboratory practicum by focusing on chemical hazard identification and exposure risk assessment associated with laboratory activities involving hazardous substances. Methodology: The research employed a descriptive observational design using a structured chemical safety checklist and a task-based risk assessment approach. The evaluation considered chemical properties such as toxicity, flammability, and corrosivity, as well as potential exposure pathways including inhalation, dermal contact, and accidental ingestion. Laboratory activities were analyzed based on the likelihood of exposure and the severity of potential health impacts to determine risk levels. Main Findings: The results indicate that, although overall safety practices were categorized as acceptable, several laboratory activities involving hazardous chemicals such as nitric acid, sulfuric acid, and benzene present significant chemical exposure risks. High-risk conditions were mainly associated with improper handling of corrosive and flammable substances and inconsistent use of personal protective equipment. These conditions suggest the presence of both acute exposure risks, including chemical burns and irritation, and potential chronic health risks due to repeated low-level exposure in laboratory environments. Novelty/Originality of this study: This study contributes to chemical health risk prevention by integrating chemical hazard characteristics and exposure pathways into a task-based risk assessment framework in an academic laboratory setting. Unlike previous studies that primarily focus on general safety practices, this research emphasizes exposure-based chemical health risk evaluation, providing a more comprehensive approach to improving chemical safety management in chemistry laboratory education.
Performance of Hybrid Coagulation–Adsorption as a Physicochemical Separation Process for Removal of Organic Pollutants and Heavy Metals from Chemical Laboratory Wastewater Gang Dong; Ermieza Sinin; Fahad Abu Mallouh
Journal of Chemical Learning Innovation Vol. 2 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jocli.v2i2.2945

Abstract

Purpose of the study: This study aims to evaluate the performance of a hybrid coagulation and adsorption system as a physicochemical separation process for removing organic pollutants and heavy metals such as iron, manganese, and chromium from chemical laboratory wastewater, as well as to determine optimum operating conditions to improve separation efficiency. Methodology: The study used a batch experimental method consisting of coagulation followed by adsorption. Coagulation was carried out using aluminum sulfate, polyaluminum chloride, and commercial coagulants under controlled conditions of acidity, dosage, and mixing to promote particle destabilization and floc formation. The adsorption process used activated carbon and zeolite with controlled contact time and adsorbent dosage. Parameters analyzed included turbidity, total suspended solids, total dissolved solids, electrical conductivity, chemical oxygen demand, and metal concentrations. Main Findings: The coagulation process significantly improved solid–liquid separation, achieving reductions in turbidity (93.5%), Total Suspended Solids (69.13%), Total Dissolved Solids (46.95%), conductivity (72.33%), and heavy metals, including Fe (85.53%), Mn (55.84%), and Cr (43.07%). However, Chemical Oxygen Demand reduction during coagulation was limited (7.4%), indicating low removal of dissolved organic compounds. The subsequent adsorption stage enhanced Chemical Oxygen Demand removal up to 58.53% using activated carbon and 54.61% using zeolite. Novelty/Originality of this study: This study evaluates a hybrid coagulation and adsorption system as a multi-stage physicochemical separation process for complex laboratory wastewater. The novelty lies in integrating bulk separation and surface-based removal to improve overall performance and reveal process interactions affecting pollutant removal.
Comparative Spectral Sensitivity and Quantitative Accuracy of X-ray Fluorescence and Optical Emission Spectroscopy for Alloy Steel Characterization Kazimierz Nowaczyk; Risky Hidayat Santoso Putra; Piroska Pataki
Journal of Chemical Learning Innovation Vol. 2 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jocli.v2i2.2946

Abstract

Purpose of the study: This study aims to evaluate and compare the spectral sensitivity, detection capability, and quantitative accuracy of X-ray fluorescence and optical emission spectroscopy in determining the elemental composition of alloy steel. Methodology: X-ray fluorescence analysis was conducted using Niton XL2 GOLDD (Thermo Scientific), while optical emission spectroscopy analysis employed ARC Met 8000 (Oxford Instruments). Samples included stainless steel (SS-304, SS-310), alloy steel (17-4PH), and duplex steel (Zeron 100). Calibration was performed using Analytical Reference Materials International standards. Data analysis included averaging repeated measurements, relative error calculation, and comparative evaluation using Microsoft Excel and Origin software. Main Findings: Optical emission spectroscopy demonstrated higher spectral sensitivity, particularly for light elements such as carbon, while X-ray fluorescence provided rapid multi-element detection with acceptable accuracy. Relative deviations between methods varied across elements, with significant discrepancies observed in nickel measurements due to matrix effects and detection limitations. Novelty/Originality of this study: This study introduces a comparative spectral performance analysis of X-ray fluorescence and optical emission spectroscopy, emphasizing matrix-effect-driven deviations and highlighting the nickel (Ni) anomaly as a key spectroscopic case. The work provides deeper insight into the influence of spectral interactions on analytical accuracy in complex alloy systems.
Phytochemical Investigation of Mastigophora diclados: Isolation of a Herbertene-Type Sesquiterpenoid Ardiansyah, Ferry Indar; Tlali, Moeketsi Freddie
Journal of Chemical Learning Innovation Vol. 2 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jocli.v2i2.2963

Abstract

Purpose of the study: This study aims to isolate and characterize secondary metabolite compounds from the ethyl acetate extract of the liverwort Mastigophora diclados collected in Indonesia using chromatographic separation and spectroscopic analysis. Methodology: This study employed an experimental laboratory design using maceration extraction with n-hexane and ethyl acetate. Isolation was conducted using column chromatography and thin-layer chromatography (silica gel 60 GF254). Instruments included rotary evaporator (Eyela N-1000), water bath (Eyela SB-1000), and ¹H-NMR spectrometer (JEOL 500 MHz). Data were analyzed through spectral comparison and phytochemical screening methods. Main Findings: The ethyl acetate extract yielded 41.78 g (1.98%). Phytochemical screening indicated the presence of terpenoids. Two pure compounds were obtained (III-B: 8 mg; IV-B: 4 mg) with Rf 0.44. Compound III-B showed a melting point of 152–154 °C. ¹H-NMR analysis revealed characteristic signals of four methyl groups and olefinic protons, indicating a herbertene-type sesquiterpenoid structure. Novelty/Originality of this study: This study is the first to report the isolation and structural characterization of secondary metabolites from Indonesian Mastigophora diclados. It reveals a herbertene-like compound with slight spectral variations, suggesting a potential new derivative influenced by geographical factors, thereby contributing to bryophyte chemotaxonomy and expanding natural product research in tropical regions.
Improving Chemical Bonding Conceptual Understanding Using STAD Cooperative Learning Assisted by Interactive Media Tang, Siong; Malalua, Lloyd Arvin
Journal of Chemical Learning Innovation Vol. 2 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jocli.v2i2.2966

Abstract

Purpose of the study: This study aims to investigate the effectiveness of the Cooperative Learning model type STAD supported by interactive presentation media on students’ conceptual understanding of chemical bonding. Methodology: A quasi-experimental design with a non-equivalent control group was employed, involving two groups of secondary school students. The experimental group was taught using the STAD model integrated with interactive media, while the control group received conventional instruction. Data were collected through pre-test and post-test instruments, which were validated and tested for reliability. Main Findings: The results showed that the experimental group achieved a higher post-test mean score (82.13) compared to the control group (68.27), with an N-gain of 0.67 indicating medium–high improvement. Statistical analysis revealed a significant difference between the two groups (p < 0.05), confirming the effectiveness of the intervention. Novelty/Originality of this study: The novelty of this study lies in the integration of cooperative learning and interactive media with a specific focus on conceptual understanding in chemical bonding. These findings suggest that such an approach can significantly enhance students’ learning outcomes in chemistry education.
Enhancing Students’ Chemistry Learning Outcomes on Buffer Solutions through the Teams Games Tournament Cooperative Learning Model Nurjanati, Nurjanati; Istakapi, Istakapi
Journal of Chemical Learning Innovation Vol. 2 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jocli.v2i2.2045

Abstract

Purpose of the study: The aim of this study was to improve the chemistry learning outcomes of class XI students at the Kampar Timur Private Islamic Senior High School, Kampar Timur District by implementing the Teams Games Tournament type cooperative learning model. Methodology: The subjects in this study were 20 students of class XI of Madrasah Aliyah Swasta Kampar Timur, Kampar Timur District. This classroom action research was carried out in 4 stages, namely planning/preparation of action, implementation of action, observation, and reflection. The types of data obtained in this study were qualitative and quantitative data. Data collection techniques in this study used tests and observations. The data analysis technique used was descriptive analysis. Main Findings: Based on the results of the study, it is known that the average student learning outcomes in the first daily test increased compared to before the action. Before the action, the average student learning outcomes were 64.5% after implementing the Teams Games Tournamenttype of cooperative learning, increasing to 70.5% while in cycle II it increased again to 74.8%. Novelty/Originality of this study: This study offers novelty by implementing the Teams Games Tournament cooperative learning model specifically on buffer solution material through classroom action research in an Islamic senior high school context. Unlike previous studies, this research simultaneously examines improvements in students’ learning outcomes and learning activities, providing empirical evidence on the effectiveness of Teams Games Tournament for abstract chemistry concepts.
Activating Classroom Interaction through Think–Pair–Share: Evidence from Chemistry Learning Roswati, Roswati; Wahyuni, Iin; Afriani, Romi
Journal of Chemical Learning Innovation Vol. 2 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jocli.v2i2.2046

Abstract

Purpose of the study: The purpose of this study is to improve the chemistry learning outcomes of class X students at the Muallimin Muhammadiyah Bangkinang Islamic Boarding School on the main material of electrolyte and non-electrolyte solutions through the application of the Think Pair Share type cooperative learning model. Methodology: The subjects of this research were 10th grade students of the Muallimin Muhammadiyah Bangkinang Islamic Boarding School. The number of students was 24 students consisting of 10 male students and 14 female students. The stages passed in the classroom action research were: 1) Planning/preparation of action, 2) Implementation of action, 3) Observation, and 4) Reflection. Main Findings: Based on the analysis of research results and discussion, it was concluded that the application of the Think Pair Share type of cooperative learning model can improve the chemistry learning outcomes of class X students of the Muallimin Muhammadiyah Bangkinang Islamic Boarding School. This is illustrated by the results of the learning completion obtained by students in accordance with the learning completion requirements set in the class. Student learning outcomes have met the minimum completion criteria as determined, where out of 24 students, 20 students have completed the learning, or are above the classical completion (75%). Novelty/Originality of this study: The novelty of this study is to determine the effectiveness of applying the think pair share type cooperative learning model to improve chemistry learning outcomes in the discussion of electrolyte and non-electrolyte solutions.
Enhancing Students’ Learning Outcomes through Cooperative Learning: A Classroom Action Research Setiawati, Setiawati; Antony, Eva
Journal of Chemical Learning Innovation Vol. 2 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jocli.v2i2.2278

Abstract

Purpose of the study: This study aimed to examine the effectiveness of cooperative learning using the greeting and questioning technique in achieving students’ mastery of chemistry learning outcomes on the topic of chemical bonding. Methodology: The study employed classroom-based action research conducted in several instructional cycles. Data were collected using achievement tests, classroom observations, and documentation. Achievement tests were administered to measure students’ learning outcomes, while observations were used to monitor teacher performance and student engagement throughout the learning process. Documentation supported the collection of contextual data related to the school, teachers, and students. Data analysis focused on the percentage of students achieving mastery learning criteria across cycles. Main Findings: The results revealed a progressive improvement in students’ mastery learning across instructional cycles. Classical mastery increased from 42.5% prior to the intervention to 47.5% in Cycle I, 72.5% in Cycle II, and reached 87.5% in Cycle III. These findings indicate that cooperative learning with the greeting and questioning technique effectively enhanced students’ learning outcomes and enabled the achievement of classical mastery in chemical bonding material. Novelty/Originality of this study: This study provides empirical evidence on the effectiveness of a cooperative learning strategy integrating greeting and questioning activities in improving mastery learning in chemistry, particularly on abstract topics such as chemical bonding, thereby contributing practical insights to classroom-oriented chemistry instruction.
Enhancing Students’ Conceptual Understanding of Colloidal Systems through Inquiry-Based Chemistry Instruction Shirsat, Rajendra Nivrutti; Lee, Sang Yeon
Journal of Chemical Learning Innovation Vol. 2 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jocli.v2i2.2576

Abstract

Purpose of the study: This study aimed to examine the effect of inquiry-based chemistry learning on secondary school students’ conceptual understanding of colloidal systems. Methodology: A quasi-experimental design employing a pretest–posttest control group was used. Data were collected using a validated conceptual understanding test and a diagnostic questionnaire. The data were analyzed using N-gain analysis and an independent samples t-test at a 0.05 significance level after confirming the assumptions of normality and homogeneity. Main Findings: The results indicate that inquiry-based learning significantly improved students’ conceptual understanding. A total of 67.5% of students achieved scores above the minimum competency standard, while 92.5% demonstrated a moderate level of conceptual improvement. The t-test results (t₍calculated₎ = 4.84 > t₍table₎ = 2.68) confirmed a statistically significant difference between pretest and posttest scores. Novelty/Originality of this study: The novelty of this study lies in the application of a contextually adapted guided inquiry model supported by validated diagnostic instruments. This approach provides robust empirical evidence on how inquiry-based learning facilitates students’ construction of chemical concepts, thereby contributing to both theoretical and practical advancements in chemistry education.
The Effectiveness of the Jigsaw Learning Model in Improving Students’ Learning Outcomes in Carbon Chemistry Wijayanti, Theresia Ita; Field, Steven J; Rashedy, Khawla
Journal of Chemical Learning Innovation Vol. 2 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jocli.v2i2.2583

Abstract

Purpose of the study: This study aims to examine the effectiveness of the Jigsaw cooperative learning model in improving students’ learning outcomes and learning motivation in carbon chemistry at the secondary school level through a classroom-based instructional intervention. Methodology: This study employed classroom action research with three instructional cycles. The Jigsaw cooperative learning model was implemented using lesson plans and student worksheets. Data were collected through achievement tests, observation sheets, motivation questionnaires, and attitude questionnaires. Descriptive quantitative analysis was conducted using Microsoft Excel. Main Findings: The results show a consistent improvement in students’ learning outcomes across three cycles, indicated by increased average scores, mastery levels, and absorption rates. Students’ affective aspects and learning motivation also improved, with most students reaching moderate to high motivation levels and showing more positive attitudes toward chemistry learning. Novelty/Originality of this study: This study provides new empirical evidence on the integrated impact of the Jigsaw learning model on cognitive, affective, and motivational aspects in carbon chemistry. Unlike previous studies focusing mainly on achievement, this research highlights how structured peer collaboration enhances conceptual understanding and learning motivation in abstract chemistry topics.

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