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Rahmat Perdana
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Cahaya Ilmu Cendekia Publisher, Jl. Danau No 35 Rt 004 Rw 001. Kel. Dusun Besar, Kec. Singaran Pati, Kota Bengkulu, 38229, Indonesia
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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 32 Documents
 1   2   3   4 
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.
The Effect of Flash-Based Learning Media on Students’ Achievement in Learning Atomic Structure in Kenyan Senior High Schools Khamali, Jairus Bulimo; Mondoh, Helen Omondi
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.v2i2.2584

Abstract

Purpose of the study: This study aims to investigate the effect of Flash-based learning media on students’ learning achievement in chemistry, particularly on the topic of atomic structure, in Kenyan senior high schools. Methodology: The study employed a quasi-experimental research design using a pretest–posttest control group approach. The participants consisted of 84 Grade 10 students from a public senior high school in Kenya, divided into an experimental group and a control group. The experimental group was taught using Flash-based learning media featuring animated visualizations of atomic models, subatomic particles, and electron configurations, while the control group received conventional instruction. Data were collected using a validated chemistry achievement test and analyzed using an independent samples t-test. Main Findings: The results showed that students who learned using Flash-based media achieved significantly higher posttest scores than those taught using conventional methods. The statistical analysis revealed a significant difference between the experimental and control groups (t = 3.24, p < 0.05), indicating that Flash-based learning media had a positive effect on students’ achievement in learning atomic structure. Novelty/Originality of this study: This study provides empirical evidence on the effectiveness of Flash-based learning media in chemistry education within the Kenyan context, which remains underexplored. The findings highlight the potential of interactive multimedia to enhance students’ conceptual understanding of abstract chemistry topics and support the integration of digital learning media in secondary science education in developing countries.

Page 4 of 4 | Total Record : 32

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