cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rahmat Perdana
Contact Email
cic.jocli@gmail.com
Phone
-
Journal Mail Official
cic.jocli@gmail.com
Editorial Address
Cahaya Ilmu Cendekia Publisher, Jl. Danau No 35 Rt 004 Rw 001. Kel. Dusun Besar, Kec. Singaran Pati, Kota Bengkulu, 38229, Indonesia
Location
Unknown,
Unknown
INDONESIA
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 44 Documents
 1   2   3   4   5 
Spectroscopic Evaluation and Analytical Validation of Lead (Pb) Determination in River Water Using Atomic Absorption Spectrophotometry Ainna, Rati Nur; Lotfi, Erik; Mitra, Amrita
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 Nurhayati, Heti; Mahalli, Majid Shabani
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 Saputra, Wahyu Arfian
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.

Page 5 of 5 | Total Record : 44

 1   2   3   4   5 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 1 (2026): June Vol. 2 No. 2 (2025): December Vol. 2 No. 1 (2025): June Vol. 1 No. 2 (2024): December Vol. 1 No. 1 (2024): June