Journal of Chemical Learning Innovation
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.
Articles
44 Documents
<![CDATA[Fostering Better Chemistry Learning Outcomes with the Cooperative Integrated Reading and Composition Learning Model ]]>
<![CDATA[Mustofa, Nur]]>;
<![CDATA[Wahyuni, Indah Sri]]>
<![CDATA[ Journal of Chemical Learning Innovation Vol. 2 No. 1 (2025): June ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37251/jocli.v2i1.1966
<![CDATA[Purpose of the study: The purpose of this study was to improve the chemistry learning outcomes by implementing the cooperative learning model of the Cooperative Integrated Reading and Composition type. Methodology: The subjects in this study were 18 students of class X of LKMD Sukaramai Tapung Hulu Senior High School. While the object of this study is the application of the cooperative learning model of the Cooperative Integrated Reading and Composition type to improve the chemistry learning outcomes of class X students of LKMD Sukaramai Tapung Hulu Senior High School. Main Findings: Based on the research results, the implementation of cooperative learning strategies of the Cooperative Integrated Reading and Composition type in the learning process in class X of LKMD Sukaramai Tapung Hulu Senior High School increased student learning outcomes. From the analysis of data on the success of the action, it was found that there was an increase in the number of students who had scores above 65 after the action compared to the number of students who had scores above 65 before the action with a percentage of completion of 33.3%, and in the first daily test increased by 55.6%. While in the second daily test, all students (100%) obtained a minimum score or above 65. Novelty/Originality of this study: The novelty of this study is to determine the effectiveness of implementing the cooperative integrated reading and composition type of cooperative learning model to improve chemistry learning outcomes.]]>
<![CDATA[Engaging Minds: The Effectiveness of Illustrated Story Handouts in Teaching Chemical Bonding ]]>
<![CDATA[Rokhmayanti, Rokhmayanti]]>;
<![CDATA[Fauzi, Bahrul]]>
<![CDATA[ Journal of Chemical Learning Innovation Vol. 2 No. 1 (2025): June ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37251/jocli.v2i1.1967
<![CDATA[Purpose of the study: This study aims to determine whether there is an increase in the motivation to learn chemistry of class X3 students of YLPI Marpoyan Senior High School, Bukit Raya District, Pekanbaru City through the use of handouts in the form of illustrated stories. Methodology: The instruments used in this study are observation and documentation. Observation is done to find out the development of teachers and students in the learning process. While documentation is done to obtain school data, teacher data, and also student data. Main Findings: Based on the results of data analysis, the percentage of student motivation before the action was 49.4%, cycle I 53.8%, cycle II 60.9%, and cycle III 76.4%, which increased at each meeting, so it can be concluded that the use of handouts in the form of illustrated stories can increase student learning motivation. Novelty/Originality of this study: The novelty of this study is to determine the effectiveness of using handouts in the form of illustrated stories to increase students' learning motivation on the topic of chemical bonds.]]>
<![CDATA[How Occupational Health and Safety Affects Employee Productivity and Work Quality ]]>
<![CDATA[Multazam, Multazam]]>
<![CDATA[ Journal of Chemical Learning Innovation Vol. 2 No. 1 (2025): June ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37251/jocli.v2i1.1972
<![CDATA[Purpose of the study: This study aims to identify how much influence employee health and safety has on employee performance. Methodology: Sampling in this study used 96 respondents, the data collection technique was through questionnaires distributed to respondents, and the research variables were Health (X1), Safety (X2), Performance (Y). This study used descriptive analysis with a quantitative approach, and to test the level of reliability using Cronbach Alpha and then the data was processed with Multiple Linear Regression Analysis. Hypothesis testing used the F Test and t Test with a significance level of 10%. Researchers used SPSS Version 17. Main Findings: From the results of multiple linear regression analysis shows that employee performance is influenced by health variables and work safety variables. The determination results (R2) use the adjusted r square value, because it uses regression with more than one dependent variable, which is 0.685, which means that health variables and work safety variables are able to explain employee performance by 69% while the remaining 31% is influenced by other variables not studied. From the results of the F test and t test calculations, it can be seen that health variables and work safety variables together affect employee performance and the most dominant variable is the work safety variable. Novelty/Originality of this study: This study presents a new perspective by evaluating the effectiveness of employee participation-based K3 implementation as a mediating variable that has not been widely researched in relation to increasing individual productivity and performance in industrial sector organizations.]]>
<![CDATA[Occupational Safety in Action: Assessing the Implementation and Impact of Safety and Health Management Systems ]]>
<![CDATA[Soleh D, Prasetyo]]>
<![CDATA[ Journal of Chemical Learning Innovation Vol. 2 No. 1 (2025): June ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37251/jocli.v2i1.1973
<![CDATA[Purpose of the study: The aim of this research is to determine the counseling, implementation, supervision, and supporting facilities for the Occupational Safety and Health management system. Methodology: The study population was all 2,341 students of State Vocational High School 3 Yogyakarta. The sample size was 342 students, determined using the Slovin formula. Random sampling was used. Data collection was conducted using a questionnaire. Validity was determined using expert judgment, while reliability was determined using the Cronbach's alpha formula. Main Findings: The results of the study showed that: Extension with a score of 67 (quite good), implementation 74 (good), supervision 69 (quite good), facilities 76 (good), culture 78 (very good). Novelty/Originality of this study: It can be used as self-evaluation material in following the teaching and learning process and as input that it is important to prioritize the correct implementation of Occupational Safety and Health in students.]]>
<![CDATA[Atomic Absorption Spectrophotometry-Based Evaluation of Iron and Chromium in Community Water Sources ]]>
<![CDATA[Apriani, Suci]]>
<![CDATA[ Journal of Chemical Learning Innovation Vol. 2 No. 1 (2025): June ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37251/jocli.v2i1.1978
<![CDATA[Purpose of the study: To determine the presence of heavy metal content, especially iron (Fe) and chromium (Cr) in artesian water wells and residents in Rejo Sari Village.. Methodology: In determining pH, pH meter and universal indicator paper were used. The pH values obtained were 6.5; 6.4; 5.9; 7.4; 6.5 and 7.5. Determination of iron (Fe) and chromium (Cr) content was carried out using the Atomic Absorption Spectrophotometry (AAS) method. Main Findings: The results of the study showed that the concentrations of iron (Fe) were 1.9615 ppm, 0.4692 ppm, 0.4692 ppm, 0.4461 ppm, 1.5615 ppm, and 0.2769 ppm, respectively. One sample with chromium (Cr) concentration was detected at 0.06 ppm. Novelty/Originality of this study: This study presents a novel contribution by comparing the heavy metals Fe and Cr content in two types of well water sources—artesian wells and ring wells—specifically in a densely populated residential area, using an AAS-based quantitative analysis approach rarely applied simultaneously to both metals in a local context. This study also emphasizes the significance of spatial and environmental quality on heavy metal contamination, which has not been widely addressed in similar studies in the region.]]>
<![CDATA[Enhancing Students’ Chemistry Learning Outcomes on Buffer Solutions through the Teams Games Tournament Cooperative Learning Model ]]>
<![CDATA[Nurjanati, Nurjanati]]>;
<![CDATA[Istakapi, Istakapi]]>
<![CDATA[ Journal of Chemical Learning Innovation Vol. 2 No. 2 (2025): December ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37251/jocli.v2i2.2045
<![CDATA[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.]]>
<![CDATA[Activating Classroom Interaction through Think–Pair–Share: Evidence from Chemistry Learning ]]>
<![CDATA[Roswati, Roswati]]>;
<![CDATA[Wahyuni, Iin]]>;
<![CDATA[Afriani, Romi]]>
<![CDATA[ Journal of Chemical Learning Innovation Vol. 2 No. 2 (2025): December ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37251/jocli.v2i2.2046
<![CDATA[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.]]>
<![CDATA[Effectiveness of Phosphorus and Nitrogen Removal in the Water Treatment Process at Khmer Beverages, Phnom Penh ]]>
<![CDATA[Serey, Mardy]]>;
<![CDATA[Chhorn, Sreypov]]>;
<![CDATA[Chhe, Chinda]]>
<![CDATA[ Journal of Chemical Learning Innovation Vol. 2 No. 2 (2025): December ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37251/jocli.v2i2.2249
<![CDATA[Purpose of the study: The aim of this study is to understand the process of water treatment in each step and to understand the effectiveness of the removal of phosphorus and nitrogen from wastewater. Methodology: For nitrogen removal must be through many processes such as Nitrogen fixation, or Ammonification, and Denitrification. For the phosphorus. The additional Ferric Chloride in the Aeration tanks to a reaction between the melt and the mud bolts is separated at the Clarifier tank. The Coagulation basin adds Ferric Chloride at 40% concentration of 0.05ml in contaminated water 1000ml for nitrogen and phosphorus concentration tests and studied in the condition the nitrogen can be removed from contaminated water well depending on the pH value and temperature. The removal of phosphorus by adding 0.05ml ferric chloride and 5ml of polymer cation 1040 (powder) can tank up to 80% phosphorus at the temperature of 200C and pH 7. Main Findings: As a result, the good conditions for nitrification are the pH of between 7.5 and 8.6 at temperature in the tank between 200C and 250C and the denitrification has a pH of between 7.5 and 8 and temperature in the tank from 200C to 350C. Result show that the remaining phosphorus is below the ministry of environment standard set (P <2mg/l). Novelty/Originality of this study: The next study should observe the amount of polymer to be applied after adding iron and studying the speed of iron chips as it affects the removal of phosphorus.]]>
<![CDATA[Enhancing Students’ Learning Outcomes through Cooperative Learning: A Classroom Action Research ]]>
<![CDATA[Setiawati, Setiawati]]>;
<![CDATA[Antony, Eva]]>
<![CDATA[ Journal of Chemical Learning Innovation Vol. 2 No. 2 (2025): December ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37251/jocli.v2i2.2278
<![CDATA[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.]]>
<![CDATA[Enhancing Students’ Conceptual Understanding of Colloidal Systems through Inquiry-Based Chemistry Instruction ]]>
<![CDATA[Shirsat, Rajendra Nivrutti]]>;
<![CDATA[Lee, Sang Yeon]]>
<![CDATA[ Journal of Chemical Learning Innovation Vol. 2 No. 2 (2025): December ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37251/jocli.v2i2.2576
<![CDATA[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.]]>
