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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 100 Documents
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Spectroscopic Evaluation and Analytical Validation of Lead (Pb) Determination in River Water Using Atomic Absorption Spectrophotometry Rati Nur Ainna; Erik Lotfi; Amrita Mitra
Journal of Chemical Learning Innovation Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jocli.v3i1.2965

Abstract

Purpose of the study: This study aims to determine the presence or absence of lead (Pb) in the Kelay River water and to quantify its concentration using atomic absorption spectrophotometry as a reliable analytical technique for environmental monitoring. Methodology: This study used atomic absorption spectrophotometry (Varian Spectr AA) for analysis. Supporting tools included analytical balance (KERN ALJ 220-4 NM), volumetric glassware (Pyrex), and electric heater. Methods involved judgment sampling, acid digestion using HNO3, preparation of Pb(NO3)2 standard solutions, calibration curve construction, and linear regression analysis. Main Findings: Lead (Pb) was detected in Kelay River water samples. The concentrations in samples D and E were 0.0773 mg/L and 0.0634 mg/L, respectively, exceeding acceptable limits. In contrast, samples A, B, and C showed concentrations below 0.01 mg/L. The calibration curve exhibited strong linearity with a high correlation coefficient. Novelty/Originality of this study: This study applies an analytical spectroscopy-based approach to determine lead (Pb) levels in a specific river system with consideration of local environmental characteristics. It integrates calibration and detection limit evaluation, contributing to improved analytical reliability and providing new data for environmental assessment in underreported 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.
Guided Discovery Learning for Acid-Base Chemistry: Effects on Student Achievement and Conceptual Mastery Heti Nurhayati; Majid Shabani Mahalli
Journal of Chemical Learning Innovation Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jocli.v3i1.2967

Abstract

Purpose of the study: This study aims to analyze the effect of guided discovery learning on students’ chemistry learning outcomes and conceptual understanding in acid-base topics, addressing challenges in mastering abstract chemical concepts through structured experimental activities. Methodology: A quasi-experimental design with a non-equivalent control group was employed. The experimental group received guided discovery learning integrated with laboratory activities, while the control group followed conventional instruction. Data were collected through pre-tests, post-tests, and observation sheets, and analyzed using descriptive statistics, independent sample t-tests, N-gain, and effect size (Cohen’s d) with SPSS software. Main Findings: Results show that the experimental group achieved higher post-test scores (Mean = 82.15, N-gain = 0.67) compared to the control group (Mean = 70.21, N-gain = 0.45), with a statistically significant difference (p = 0.001) and a large effect size (Cohen’s d = 0.82). Guided discovery learning effectively improves students’ conceptual understanding and overall chemistry learning outcomes. Novelty/Originality of this study: This study integrates guided discovery learning with systematically designed laboratory activities in acid-base instruction, providing a holistic evaluation of learning improvement. The approach connects theoretical concepts with practical experiences, offering a more effective instructional model and contributing new knowledge for enhancing chemistry education practices in secondary schools.
Development and Validation of Multimedia-Based Interactive Learning Media to Enhance Students’ Conceptual Understanding of the Periodic Table in Chemistry Education Wahyu Arfian Saputra
Journal of Chemical Learning Innovation Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jocli.v3i1.2968

Abstract

Purpose of the study: This study aims to develop and validate multimedia-based interactive learning media to enhance students’ conceptual understanding of the periodic table in chemistry education. Methodology: The research employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The developed media integrates text, images, animations, and interactive features to facilitate meaningful learning experiences. Main Findings: The results of expert validation indicate that the media is highly valid, with an average score of 87.5% from media experts and 90.0% from subject matter experts. The implementation results show positive student responses, with an average score of 88.25%, indicating high levels of engagement and usability. Furthermore, the effectiveness test reveals a significant improvement in students’ conceptual understanding, as indicated by an increase in post-test scores and a moderate N-gain of 0.58. Novelty/Originality of this study: Novelty of this study lies in the integration of interactive multimedia features with a systematic validation process, specifically designed to address conceptual challenges in learning the periodic table. This study provides an innovative and empirically validated learning solution that contributes to improving the quality of chemistry education.
Intensification of Microalgae Lipid Extraction Process Scenedesmus Sp. through Integration of Ultrasonic Pretreatment and Freezing in a Soxhlet System Frank Camilo Ramíres Rodríguez
Journal of Chemical Learning Innovation Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jocli.v3i1.2969

Abstract

Purpose of the study: This study aimed to evaluate the effectiveness of ultrasonic and freezing pretreatment strategies in intensifying the Soxhlet extraction process for lipid recovery from Scenedesmus sp., within the framework of chemical engineering separation processes. Methodology: An experimental laboratory design was employed using dried microalgae biomass subjected to three treatment conditions: control (no pretreatment), ultrasonic pretreatment (30 kHz, 30 minutes), and freezing pretreatment (−20°C, 24 hours). Lipid extraction was performed using Soxhlet extraction with n-hexane as the solvent. The extracted lipids were quantified gravimetrically, and all experiments were conducted in triplicate to ensure reproducibility. Main Findings: The results showed that ultrasonic pretreatment significantly enhanced lipid yield (26.78%), followed by freezing pretreatment (23.12%), compared to the control (18.45%). Process intensification efficiency reached 45.14% for ultrasonic treatment and 25.31% for freezing treatment. The findings indicate improved mass transfer and cell disruption, particularly under ultrasonic conditions. Novelty/Originality of this study: This study introduces a process intensification perspective by integrating ultrasonic and freezing pretreatments into a conventional Soxhlet extraction system, highlighting their potential to optimize traditional extraction processes without requiring advanced or high-cost technologies.
Ethnochemical Investigation of Traditional Maize Fermentation Practices in Rural Andean Communities of Peru Reyna Gladys Cárdenas Vda. de Reategui; Nasim Shekari; Abhinav Dhar
Journal of Chemical Learning Innovation Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jocli.v3i1.2971

Abstract

traditional maize fermentation practices and their underlying chemical processes in Andean communities of Peru using an ethnochemical approach. Methodology: This study employed an integrated ethnographic and chemical analysis approach, including semi-structured interviews, participant observation, and laboratory analyses using GC-MS, HPLC, and spectrophotometry to evaluate physicochemical parameters and compound profiles. Main Findings: Results showed a significant decrease in pH (6.8 to 3.9) and an increase in ethanol content during fermentation (p < 0.05). Ethnographic findings revealed structured local knowledge systems that regulate fermentation processes, which were found to correlate with measurable chemical transformations. Novelty/Originality of this study: This study provides empirical evidence linking cultural fermentation practices with biochemical processes, demonstrating that traditional knowledge systems function as adaptive regulatory mechanisms within fermentation systems.
Integrating Occupational Health and Safety (OHS) into Chemical Laboratory Learning: A Mixed-Method Study on Students’ Safety Awareness and Practices Hassan Abdullahi Dachia; Jairus Bulimo Khamali; FKR Kumabia
Journal of Chemical Learning Innovation Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jocli.v3i1.2977

Abstract

Purpose of the study: This study aims to analyze students’ occupational health and safety (OHS) awareness and practices in chemical laboratory learning and to evaluate the effectiveness of integrating OHS principles into laboratory instruction to reduce safety risks and improve compliance. Methodology: This study employed a mixed-method approach using structured questionnaires, observation sheets, semi-structured interviews, and document analysis. Data were collected from undergraduate chemistry students. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through thematic analysis. Job Safety Analysis (JSA) was applied as a risk assessment tool. Main Findings: The results showed that 78% of students received safety training, but only 34% could identify hazard symbols correctly. Compliance with safety practices was low, including fume hood usage (25%) and chemical waste disposal (10%). JSA results indicated that 19% of laboratory activities were categorized as high to extreme risk levels. Novelty/Originality of this study: This study provides a novel integration of Job Safety Analysis (JSA) into chemical laboratory learning to systematically identify risks and improve safety practices. It also offers an evidence-based approach for embedding OHS into the curriculum, contributing to the development of a proactive laboratory safety culture.
Innovation in Augmented Reality-Based Chemical Bonding Learning Media to Support Interactive Learning Ade Irma Nur; Fauzia Amina; Tiwi Desrina; Tianur Secha
Journal of Chemical Learning Innovation Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jocli.v3i1.2988

Abstract

Purpose of the study: This study aims to determine students’ responses toward an interactive learning media based on augmented reality technology on chemical bonding material, focusing on usability, visualization, material benefits, language clarity, and potential impact in supporting interactive learning experiences. Methodology: This study employed the Warsita development model consisting of design, production, and evaluation stages. The developed media included an augmented reality application integrated with a marker book. Data were collected through a structured questionnaire consisting of 40 items administered to 40 students. Validation involved media and subject experts, and data were analyzed using percentage techniques and interpretation criteria. Main Findings: Students showed positive responses toward the augmented reality-based interactive learning media, categorized as good overall. High acceptance was reflected in usability and illustration aspects, while material benefits, grammar, and future impact were also positively rated. The media demonstrated feasibility for classroom use with minor improvements needed for long-term learning engagement. Novelty/Originality of this study: This study presents an augmented reality-based interactive learning media specifically designed for chemical bonding with integrated marker books and application features. It emphasizes students’ response evaluation across multiple aspects, providing empirical insight into user acceptance and contributing to the development of more effective and engaging chemistry learning media.
Implementation of Information and Communication Technology Media in Project-Based Learning and Its Impact on Learning Outcomes in Electrolyte and Non-Electrolyte Solution Material Rian Kadarusman
Journal of Chemical Learning Innovation Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jocli.v3i1.2990

Abstract

Purpose of the study: This study aims to examine the influence of information and communication technology media applied in project-based learning on student learning outcomes in the material of electrolyte and non-electrolyte solutions. Methodology: The research method used was a quasi-experimental design with a pretest and posttest design for two groups. Two classes were randomly selected as the experimental and control groups. The experimental group used information and communication technology media in project-based learning, while the control group used a demonstration method. Data were obtained through tests and analyzed to determine the effect of the treatment. Main Findings: The analysis results show that the use of information and communication technology media in project-based learning has a positive impact on student learning outcomes. This is evidenced by the calculated t value being greater than the t table, which is 2.2, which is greater than 1.671. Furthermore, the posttest score for the experimental group was also higher than that of the control group, indicating a significant improvement in learning outcomes. Novelty/Originality of this study: This study offers novelty by integrating information and communication technology media within project-based learning specifically for electrolyte and non-electrolyte solution topics, which are often abstract for students. It advances existing knowledge by demonstrating how technology-enhanced learning projects improve conceptual understanding and learning outcomes, providing a more interactive and student-centered approach compared to conventional instructional methods.
Experimental Study: The Effect of Problem-Based Learning on Students' Chemistry Learning Outcomes in Thermochemistry Concepts Sony Hidayat; Olaitan Abiodun Josiah
Journal of Chemical Learning Innovation Vol. 3 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jocli.v3i1.2996

Abstract

Purpose of the study: This study aims to determine the effect of the Problem-Based Learning model on students’ chemistry learning outcomes, specifically on thermochemistry concepts, by comparing the performance of students taught using problem-based learning and those taught using conventional learning methods. Methodology: This study used a quasi-experimental method with a nonequivalent control group design. The sample was selected using purposive sampling. Data were collected using multiple-choice test instruments. Data analysis techniques included Liliefors normality test, Fisher homogeneity test, and t-test at a significance level of 0.05. Main Findings: The results showed that there was a significant difference in learning outcomes between students taught using the Problem-Based Learning model and those taught using conventional methods. Students in the experimental group demonstrated higher achievement in thermochemistry concepts compared to the control group after the learning process. Novelty/Originality of this study: This study provides new insights by applying an experimental design to specifically examine the effect of Problem-Based Learning on thermochemistry learning outcomes. It integrates contextual problem-solving with conceptual understanding, offering a more meaningful learning approach and contributing to the development of innovative chemistry teaching strategies.

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