cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
jipk@mail.unnes.ac.id
Phone
-
Journal Mail Official
jipk@mail.unnes.ac.id
Editorial Address
Sekaran, Kec. Gn. Pati, Kota Semarang, Jawa Tengah 50229
Location
Kota semarang,
Jawa tengah
INDONESIA
Jurnal Inovasi Pendidikan Kimia
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 25031244     DOI : https://doi.org/10.15294/jipk
Core Subject : Science,
Chemistry
Jurnal Inovasi Pendidikan Kimia a scientific periodical published by the Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang with the aim to promote creativity scholarly professors or academics from various institutions in general and the academic community intern Universitas Negeri Semarang in particular. The article published scientific literature contains research results, conceptually, as well as book reviews in the field of chemical technology.
Arjuna Subject : Teknik Kimia (semua kategori) - Teknik Kimia (Lain-Lain)
Articles 31 Documents
 1   2   3   4 
Implementation of Liveworksheets-Based E-LKPD Using Discovery Learning to Enhance Students’ Creative Thinking and Collaboration Skills in Salt Hydrolysis Auliya, Auliya Rahmah; Saadi, Parham; Iriani, Rilia
Jurnal Inovasi Pendidikan Kimia Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia
Publisher : Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v19i2.2397

Abstract

Low levels of students’ creative thinking and collaboration need to be addressed to support the generation of new ideas and effective problem-solving in chemistry, particularly in challenging topics such as salt hydrolysis. This study examined differences in (1) creative thinking skills and (2) collaboration skills between students who learned using Discovery Learning–based electronic student worksheets (e-LKPD) delivered via Liveworksheets and those who used Discovery Learning–based printed student worksheets, as well as (3) students’ perceptions of the learning experience. A quasi-experimental design with a nonequivalent control group was employed. Data were collected using both test and non-test instruments. Independent t-test results comparing pretest and posttest scores revealed a significant improvement in creative thinking skills among students using Liveworksheets-based e-LKPD (Sig. 2-tailed ≈ 0.00 < 0.05). Similarly, a significant difference in collaboration skills was observed between the two groups (Sig. 2-tailed ≈ 0.00 < 0.05). Student feedback indicated positive responses toward the implementation of Liveworksheets-based e-LKPD and Discovery Learning–based worksheets. These findings suggest that the integration of Discovery Learning with Liveworksheets-based e-LKPD can effectively enhance students’ creative thinking and collaboration in learning complex chemistry topics, providing a promising approach for improving engagement and higher-order thinking skills
Development of the TTMCT Instrument and In-Depth Interview Activities to Identify Misconceptions about the Periodic Table Concept YOSEPHINE DEBBIE DAMAYANTI; Susilaningsih, Endang; Priatmoko, Sigit
Jurnal Inovasi Pendidikan Kimia Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia
Publisher : Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v19i2.2683

Abstract

Misconceptions arise when students hold ideas that conflict with scientifically accepted concepts, and persistent misconceptions can reduce learning outcomes and weaken conceptual understanding. This study analyzed students’ misconceptions about the Periodic System of Elements through the development of a Three-Tier Multiple Choice Test (TTMCT) and supporting in-depth interview activities. A quantitative design was applied. Data were collected through observation, diagnostic testing, interviews, questionnaires, and documentation. Content validation involved eight experts (chemistry lecturers and chemistry teachers) and was followed by a small-scale trial to evaluate item clarity and practicality. The main study was conducted in five public and private schools and involved 250 Grade X students. TTMCT results indicated that a substantial proportion of students demonstrated misconceptions, distributed across seven distinct misconception profiles revealed by the combination of answer choice, reasoning selection, and Certainty of Response Index patterns. Interview findings helped confirm the diagnostic classifications and clarified typical reasoning used by students. Overall, the developed TTMCT instrument, complemented by in-depth interviews, proved effective for identifying and mapping misconceptions on periodic table concepts, providing diagnostic information that can guide targeted instructional remediation. Such mapping supports teachers in prioritizing concepts that require reteaching.
The Analysis of Science Process Skills Using Virtual Chemistry Experiments (OLabs) on Reaction Rate Materials Firoos, Reynata; Kurniawati, Yenni
Jurnal Inovasi Pendidikan Kimia Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia
Publisher : Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v19i2.3527

Abstract

This research aimed at analyzing students' science process skills in experimental and control groups, and knowing the effect of learning media using virtual chemistry experiments online labs (OLabs) to students' science process skills.  This research was conducted at XI IPA grade of State Senior High School 1 Keritang 2021/2022 academic year with factors influencing Reaction Rate material.  It was a mixed method research with explanatory design.  The instruments of this research were essay test for knowing student science process skills and interview for knowing students’ responses and strengthen the results of the data obtained.  The findings of this research showed that the average posttest results of science process skills were 74.84 for the experiment group and 64,242 for the control group.  Based on the results of hypothesis test using SPSS obtained that Sig. 2 tailed = 0.000 < 0.05, it means that alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected.  The indicators of science process skills between experimental and control groups which has the highest difference was the grouping indicator (22.29).  Therefore, it could be concluded that there was the different skills of student science process using and not using chemistry experiments Online (OLabs).
The Implementation of Google Sheets–Assisted Guided Discovery Learning to Analyze Students’ Interest and Learning Outcomes in the Basic Laws of Chemistry Andjasmara, Thomas Calvin; Susilogati, Sri
Jurnal Inovasi Pendidikan Kimia Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia
Publisher : Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v19i2.5250

Abstract

This study aimed to analyze the implementation of Guided Discovery Learning (GDL) assisted by Google Sheets in exploring students’ interest and learning outcomes on the Basic Laws of Chemistry for 11th-grade students. The research was conducted at senior high school in Semarang, involving 45 students from classes XI Fearless and XI Genuine, selected using convenience sampling. An explanatory sequential design was employed, beginning with quantitative data collection on students’ learning outcomes and interest in chemistry, followed by qualitative interviews to explain unexpected findings. Descriptive analysis showed that students’ average interest score was 96.13 (75%), with the highest indicator being “students’ attitude toward assigned tasks” (81%) and the lowest being “independent awareness in learning chemistry” (47%). Knowledge outcomes averaged 54.67, with only 5 students surpassing the Minimum Mastery Criteria. The affective dimension revealed higher achievement, particularly in levels A1 (receiving, 78%) and A3 (valuing, 76%). Critical thinking skills remained low, with 73% of students categorized as “very low.” Interviews indicated that difficulties in understanding material, preference for conventional learning, and external factors contributed to the gap between high interest and low learning outcomes. These findings suggest that while GDL assisted by Google Sheets effectively enhances students’ interest, additional instructional support and reinforcement are necessary to translate high interest into improved learning achievement
Content Validity Analysis of AKM Reading Literacy Test Instruments on Acid–Base Theory and Equilibrium Using the Aiken’s V Method Dian Pratiwi; Sudarmin; Sri Yamtinah
Jurnal Inovasi Pendidikan Kimia Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia
Publisher : Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v19i2.6046

Abstract

The quality of educational assessment plays a crucial role in measuring students’ competencies in the 21st century, particularly reading literacy as assessed through the Minimum Competency Assessment (AKM). This study aimed to analyze the content validity of an AKM reading literacy test instrument on acid–base theory and equilibrium using Aiken’s V method. The instrument was developed in accordance with the AKM framework, covering various item formats and cognitive levels, and consisted of 30 test items supported by six contextual reading passages. Content validity was evaluated through expert judgment involving nine validators, comprising five university lecturers and four senior high school chemistry teachers. The validators assessed each item based on six criteria: relevance to content, clarity of item formulation, functionality of answer options, alignment with AKM reading literacy components, appropriateness of completion time, and language accuracy. Quantitative data were analyzed using Aiken’s V formula, while qualitative feedback was used to refine the test items. The results showed that all 30 items obtained Aiken’s V values equal to or exceeding the critical value of 0.71, indicating acceptable content validity. One item demonstrated high validity, while the remaining items exhibited moderate validity. Expert feedback further contributed to improving clarity, contextual accuracy, and alignment with acid–base equilibrium concepts. Overall, the findings confirm that the developed instrument is content-valid and suitable for measuring students’ reading literacy in chemistry. Future research should focus on empirical validation to assess reliability and construct validity.
Development of Problem-Based Learning Worksheets Integrated with Think–Pair–Share to Enhance Students’ Critical Thinking Skills on Reaction Rate Topics Ameiliana Nur Azizah; Harjono, Harjono
Jurnal Inovasi Pendidikan Kimia Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia
Publisher : Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v19i2.9937

Abstract

This study aimed to examine the feasibility, effectiveness, and practicality of a reaction rate worksheet based on Problem-Based Learning (PBL) integrated with the Think–Pair–Share (TPS) strategy to enhance students’ critical thinking skills. This research employed a Research and Development (R&D) approach using the 4-D development model, consisting of the define, design, development, and dissemination stages. The developed worksheet was evaluated in terms of feasibility through expert validation, effectiveness through learning outcomes, and student responses. The feasibility results indicated that the worksheet was rated as very feasible, with material expert validation reaching 89.81% and media expert validation achieving 95.83%. In addition, the readability test yielded a score of 89.70%, which also fell into the very feasible category. The effectiveness of the worksheet was determined through a t-test analysis, showing that the calculated t-value exceeded the t-table value, indicating that the use of the worksheet effectively improved students’ critical thinking skills. Classical learning completeness in the experimental class reached 80.56% (categorized as proper), while the control class achieved 44.44% (categorized as quite proper). Furthermore, the critical thinking score of the experimental class reached 82.43% (very critical), compared to 72.09% (critical) in the control class. Observational results also revealed that students in the experimental class demonstrated higher critical thinking abilities than those in the control class. Student responses to the worksheet were highly positive, with an average score of 85.81%, categorized as very good. Overall, the findings indicate that the PBL-based worksheet integrated with Think–Pair–Share is feasible, effective, and well-received as an instructional material for training students’ critical thinking skills.
Development of Problem-Based E-Student Worksheets Integrated with Ethno-STEM on Global Warming Material to Enhance Chemical Literacy Jalaluddin, Jajang; Haryani, Sri; Widiarti , Nuni
Jurnal Inovasi Pendidikan Kimia Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia
Publisher : Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v19i2.10778

Abstract

This study aimed to develop a Problem-Based Learning (PBL) electronic Student Worksheet (e-LKPD) integrated with Ethno-STEM, focusing on global warming in the context of mangrove forests and water hyacinth plants, to enhance students’ chemical literacy. The research subjects consisted of 36 students from class X A (experimental group) and 36 students from class X J (control group) at MAN 2 Semarang. The study employed a Research and Development (R&D) design following the 4D procedural model by Thiagarajan (1974), modified into three stages: Define, Design, and Development, as the Dissemination stage was not conducted. Data were collected through questionnaires, interviews, validation by content and media experts, and chemistry literacy tests. Quantitative analysis was performed using pretest-posttest comparisons and normalized gain (N-gain) calculations. The results indicate that the e-LKPD achieved high validity in both material and media aspects. Small-scale trials showed that the e-LKPD was highly engaging for students, while the N-gain test in the experimental class reached 0.8492, categorized as high. These findings suggest that the Ethno-STEM-integrated PBL e-LKPD is highly suitable as instructional material. It effectively improves chemical literacy by integrating knowledge, context, competence, and attitude, while also providing an interactive and culturally contextualized learning experience. This study demonstrates the potential of culturally integrated STEM-based teaching materials to enhance conceptual understanding, critical thinking, and student engagement in chemistry education.
Development of Ethno-Vlog Integrated E-LKPD on Chemical Reaction Equations to Enhance Students’ Scientific Literacy and Creative Thinking Skills Sanam, Putra Reinho Rosario; Tri Prasetya, Agung; Harjono, Harjono
Jurnal Inovasi Pendidikan Kimia Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia
Publisher : Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v19i2.15884

Abstract

This study aimed to develop and evaluate an Integrated Ethno-Vlog E-LKPD (Electronic Student Worksheet) to enhance students’ scientific literacy and creative thinking skills in chemistry learning. The research used a Research and Development (R&D) approach, employing a modified 3D model of Thiagarajan’s 4D development, consisting of the definition, design, and development stages. The study involved 36 students from Grades X and XI at SMAK St. Gabriel Noemuti as participants. Data collection techniques included questionnaires, interviews, classroom observations, expert validations of content and media, and pretest-posttest assessments of scientific literacy and creative thinking. Quantitative analysis was conducted using pretest, posttest, and N-Gain scores to measure learning outcomes. The results showed that the average scientific literacy score was 81.43, with an N-Gain of 0.63, categorized as moderate, while the average creative thinking score was 81%, indicating a notable improvement. The integration of local wisdom through Ethno-Vlog videos in the E-LKPD helped students connect chemical concepts, particularly chemical reaction equations, with real-life phenomena in their surrounding environment. These findings suggest that the Integrated Ethno-Vlog E-LKPD is effective in supporting students’ understanding, fostering scientific literacy, and enhancing creative thinking skills, providing a promising approach for contextual and culturally relevant science learning
Miller’s Pyramid as a Predictor of Undergraduate Students’ Practical Competence in Preventing Chemical Laboratory Accidents I Ketut Lasia; Ni Made Wiratini; I Ketut Budiada; I Gusti Ayu Nyoman Sri Wahyuni
Jurnal Inovasi Pendidikan Kimia Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia
Publisher : Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v19i2.16490

Abstract

Preventing accidents in chemistry laboratories is a critical concern, as laboratory activities involve chemical hazards, equipment risks, and procedural errors. One of the main contributing factors to laboratory accidents is inadequate student competence during practical activities. However, systematic predictors for assessing practicum competence are still rarely implemented. This study aims to examine the effectiveness of Miller’s Pyramid as a predictor of students’ practicum competence in preventing work-related accidents in chemistry laboratories. The research employed a descriptive evaluative design. The participants consisted of students from the Chemistry Department who were involved in laboratory practicums. The object of the study was students’ practicum competence based on the four levels of Miller’s Pyramid: knows, knows how, shows, and does. Data were collected through written tests, interviews, and direct observations using structured assessment rubrics. The collected data were analyzed descriptively and presented in percentage form. Student competence was categorized as good when at least 70% of the indicators at each Miller’s Pyramid level were achieved. The results showed that students’ competence at all levels of Miller’s Pyramid met the established criteria, indicating good overall practicum competence. Furthermore, the findings demonstrate that Miller’s Pyramid can effectively function as a predictor of students’ practicum competence related to laboratory safety. In conclusion, the application of Miller’s Pyramid provides a comprehensive framework for assessing and improving student competence, thereby contributing to the prevention of work accidents in chemistry laboratories
A New Paradigm for Learning Chemistry: A Virtual-Contextual Experimental Model for Students with Numeration Deficit Yosephine Debbie Damayanti; Anggita Putri, Rinda
Jurnal Inovasi Pendidikan Kimia Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia
Publisher : Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v19i2.22988

Abstract

This study aimed to examine the effectiveness of a visual–numeracy learning approach in improving chemistry education students’ understanding of atomic structure and electron configuration. A quasi-experimental method with a pretest–posttest design was employed. The participants consisted of 42 first-semester students enrolled at a state university. The visual–numeracy approach was implemented through the integration of orbital diagrams, three-dimensional atomic models, infographics, and interactive numerical exercises designed to support conceptual and analytical reasoning. The results demonstrated a substantial improvement in students’ learning outcomes, as reflected in the increase in the mean score from 48.7 on the pretest to 84.2 on the posttest. In addition to quantitative gains, students showed enhanced analytical abilities, particularly in explaining anomalous electron configurations in transition elements and in relating electron configurations to periodic trends and physicochemical properties of elements. Student engagement and active participation in discussions and learning tasks also increased markedly, rising from 36% to 85%. These findings indicate that the visual–numeracy approach positively influences not only cognitive learning outcomes but also affective and psychomotor aspects of student learning. By enabling students to visualize abstract concepts and apply numerical reasoning simultaneously, this approach fosters deeper conceptual understanding and more meaningful learning experiences. Therefore, the visual–numeracy approach is highly suitable for broader integration into introductory chemistry courses, especially for topics that require strong spatial visualization and logical–mathematical reasoning

Page 3 of 4 | Total Record : 31

 1   2   3   4 

Filter by Year

2024 2025


Reset
Filter By Issues
All Issue Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia Vol. 19 No. 1 (2025): Jurnal Inovasi Pendidikan Kimia Vol. 18 No. 2 (2024): Jurnal Inovasi Pendidikan Kimia