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Chemistry in Education
Published by Universitas Negeri Semarang
ISSN : 22526609     EISSN : 25026852     DOI : https://doi.org/10.15294/chemined
Core Subject : Education,
Education
Chemistry in Education [P-ISSN 2252-6609 | E-ISSN 2502-6852] is issued two times per year, each of them includes articles of research and conceptual analysis results on the chemical education field. To memorize important events or agenda of institution, it is posible to publish a special issue.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 16 Documents
 1   2 
The Effect of Paul-Elder Framework-Based Video-Assisted LKPD in PBL on Students' Critical Thinking Skills Rahma, Sarah Adila
Chemistry in Education Vol. 13 No. 1 (2024): Chemistry in Education
Publisher : Universitas Negeri Semarang

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Abstract

Developments in the 21st century require high-quality human resources who have several abilities, one of which is critical thinking. This experimental research was conducted to determine whether or not there was an influence of video-assisted LKPD based on the Paul-Elder framework on students' critical thinking skills in green chemistry material. This research method uses quasi-experiment with one experimental class and two control classes. The population is 108 class X students at SMA Teuku Umar Semarang. Samples were obtained using cluster random sampling. The experimental class was given LKPD assisted by 2 source videos while the control class was given LKPD assisted by 1 source video. Hypothesis testing uses one way anova with a significance level of 5%. The results of the research show that there is a significant influence between 2-source video media and 1-source video media on students' critical thinking skills in green chemistry material at a significance level of 0.05 with a significance value of 0.00 or less than 0.05. Improving critical thinking skills can be achieved by utilizing video-assisted LKPD based on the Paul-Elder framework which has been proven to be influential in chemistry learning. To get better results of students' critical thinking skills and Paul-Elder performance, it is best to use LKPD assisted by 2 source video media.
Development of a Scientific Literacy Test Instrument to Identify Students' Understanding of Concepts and Misconceptions in Colloidal Systems Material Windani, Shelley Rifda
Chemistry in Education Vol. 13 No. 1 (2024): Chemistry in Education
Publisher : Universitas Negeri Semarang

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Abstract

Literacy is one of the skills that need to be considered in the 21st century. This study aims to develop a literacy test instrument to determine students' understanding of concepts and misconceptions on colloidal material using a valid three-tier multiple choice test instrument based on expert validation and Rasch analysis. The research method used is 4D (Define, Design, Development, and Desimination). Research data collection techniques through observation, tests, interviews, and questionnaires. The results of Rach's analysis showed a value of 0.75 (sufficient). The quality of the developed instrument resulted in 13 valid questions. The level of difficulty obtained is 3 points of the easy category, 7 points of the medium category, 4 points of the difficult category, and 6 points of the very easy category. The highest concept understanding of students in the submaterial understanding solutions, colloids, and suspensions with a percentage of 77% and the highest misconception of students in the submaterial of categorizing experimental designs involving colloidal principles with a percentage of 38%. The results of the recapitulation of the response questionnaire obtained by 91% of students gave affirmative responses to the instrument developed. Based on the results of the study, the developed test instruments are feasible for the analysis of students' understanding of concepts and misconceptions.
Implementation of Guided Discovery Learning Model Assisted by Google Sheets to Analyze Interest and Learning Outcomes of Class XI Students on Basic Law of Chemistry -, Thomas Calvin; Sri Susilogati Sumarti
Chemistry in Education Vol. 13 No. 1 (2024): Chemistry in Education
Publisher : Universitas Negeri Semarang

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Abstract

Various studies have shown that applying the guided discovery learning model can increase students' interest in learning, which ultimately leads to better learning outcomes. This is especially important for difficult subjects or topics, such as basic chemistry laws. Based on observations at SMA Kristen YSKI, the researcher found indications of low student interest in chemistry. This study aims to analyze students' learning interest and learning outcomes as well as the relationship between the two. The research, using an explanatory sequential design, was conducted on Grade XI Fearless and Genuine students. Data on learning interest was collected through a psychometric scale questionnaire, while learning outcomes were measured through a test, followed by qualitative data collection through interviews. The data was then analyzed using descriptive statistics and correlation analysis between learning interest and learning outcomes. The results of the study provide data on students' interest in chemistry and their learning outcomes in basic chemistry laws, including distribution and central tendency analysis. Interestingly, some students with high learning interest scored low on the test, which was an unexpected result. Interviews were conducted with these students to understand the reasons behind this outcome. Some of the reasons mentioned included difficulty adjusting after the semester break, a tight schedule of tests and extracurricular activities, and a mismatch with the applied learning model, which led to less effective learning.
Analysis of Science Literacy and Chemical Literacy Content on Green Chemistry Materials in Chemistry Textbooks Class X High School in Palangka Raya City Manik, Angel
Chemistry in Education Vol. 13 No. 1 (2024): Chemistry in Education
Publisher : Universitas Negeri Semarang

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Abstract

The continuous advancement of science and technology requires 21st-century education to equip students with literacy skills. PISA results show that students' literacy skills in Indonesia are still relatively low. One of the factors influencing students' literacy skills and directly affecting the learning process is the availability of textbooks. Therefore, textbooks that can enhance students' literacy skills are needed. This study aims to examine the presence of scientific literacy and chemical literacy indicators in grade X chemistry textbooks on green chemistry material. This study uses a descriptive method with a quantitative approach. The sample consists of grade X chemistry textbooks that are most commonly used in SMA Negeri Palangka Raya for green chemistry material in the Merdeka Curriculum. The research instrument used is an identification sheet containing a table for analyzing scientific literacy and chemical literacy indicators. The results of this study show that the presence of scientific literacy indicators in both textbooks is nearly balanced. The analysis of both books revealed the average occurrence in each category: scientific knowledge (37.96%), science as a way of investigating (22.11%), science as a way of thinking (19.05%), and the interaction of science, technology, and society (20.88%). However, the presence of chemical literacy indicators in both textbooks is still uneven, with an unbalanced proportion. The analysis showed the average occurrence for each aspect: content (47.18%), context (14.10%), competence (13.69%), and attitude (25.03%).
Designing, Modeling, and Application of Virtual Reality experiment for Biochemistry Shekhawat, Divya Kanwar
Chemistry in Education Vol. 13 No. 1 (2024): Chemistry in Education
Publisher : Universitas Negeri Semarang

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Abstract

Virtual Reality (VR) is a relatively new addition to the education system, poised to become an effective complementary learning medium alongside traditional methods. VR offers an interactive experience that is particularly valuable in science education, such as chemistry, where many concepts are abstract and challenging to visualize with the naked eye. Moreover, VR systems typically require relatively technical hardware, thus limiting the risk of students becoming overly reliant on them and ensuring their primary use in educational contexts. In response to an analysis of the current trends in VR applications for chemistry education, we have proposed a novel VR system known as 'Biomolecule-VR.' This system is designed to support chemistry education by facilitating the study of biomolecules, including their conformation, structure, and function in a student-friendly way. Biomolecule-VR offers a valuable tool for educators to impart intricate knowledge about biomolecules to students, making chemistry more engaging, fostering logical thinking, and providing students with a virtual realm in which to explore and immerse themselves. The primary aim of this research is to create a tool that simplifies and enhances the teaching and learning of challenging aspects of chemistry, which are often difficult to convey through traditional teaching methods.  
PERCEIVED INFLUENCE OF AUGMENTED REALITY ON THE LEARNING OF CHEMISTRY OSOGBO LOCAL GOVERNMENT AREA, OSUN STATE, NIGERIA. ABANIKANNDA, Mutahir; Aderinto, Grace Anu
Chemistry in Education Vol. 13 No. 1 (2024): Chemistry in Education
Publisher : Universitas Negeri Semarang

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Abstract

Augmented reality (AR) technology is becoming increasingly prevalent in chemistry education. AR is regarded as an essential pedagogical resource that facilitates the comprehension of complex concepts at all educational levels. Despite the numerous reported advantages of AR in education, research is yet to be conducted on the influence of AR on secondary school chemistry education in the Nigerian state of Osun. Thus, this study was conducted to determine the impact of an AR system used to teach secondary school pupils about material structures and chemical equilibrium on their motivation, cognitive burden, and technology acceptance. Material structures and chemical equilibrium is an essential subtopic in chemistry education, particularly for high school students; however, this can be difficult to grasp as it is abstract. Augmented Reality (AR) technology, considered an added value compared to traditional learning materials such as textbooks, two-dimensional images, and video, is one way to facilitate this learning process.  A class of 14- to 16-year-old (eleventh-grade) students in the Osogbo Local Area of Osun State, Nigeria, evaluated the impact of augmented reality on chemistry learning. This study employed a mixed-methods survey research design with an ex-post facto methodology. Twenty secondary institutions in Osogbo Local Government will be chosen using a simple random sampling technique, yielding 300 pupils. The data were collected using an achievement test, a cognitive burden scale, and a semi-structured interview form. After analyzing the results, we can conclude that these students favorably viewed this augmented reality (AR) application in the learning process. Numerous students need help to comprehend chemistry's symbolic and molecular representations. This may have enhanced their comprehension of chemical symbols and concepts. In addition, the results indicate that computerized models can serve as a means for students to generate mental images.
LEARNING CHEMISTRY WITH THE HIERARCHY MODE OFELECTRONIC CONCEPT MAPPING STRATEGY ABANIKANNDA, Mutahir
Chemistry in Education Vol. 13 No. 1 (2024): Chemistry in Education
Publisher : Universitas Negeri Semarang

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Abstract

An electronic hierarchy concept mapping instructional package has been designed, developed and validated, to be employed as a learning strategy for learning chemistry. This study assesses the attitude of students exposed to the strategy. Design-based research was employed using the mixed-method approach divided into two stages. In the first stage, the design and development of the package were carried out, qualitative and quantitative expert validation was done thereafter. The second stage involved the assessment of the developed package by assessing students’ attitudes to the package. Experts’ judgments revealed that the developed package meets up with the required standard of instructional design and development and is suitable for learning. The findings in this study also showed that the use of the strategy elicited a highly positive attitude from students. It can be concluded therefore, those electronic hierarchy concept mapping strategies are better innovative approaches to learning chemistry in Nigerian schools.
Development of Test Instruments Based on Critical Thinking Skills for Measuring Students' Minimum Competency in Thermochemical Materia Achdah Rachmatul Bariyah
Chemistry in Education Vol. 13 No. 1 (2024): Chemistry in Education
Publisher : Universitas Negeri Semarang

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Abstract

The changes in 21st century life force students to quickly adapt in the field of education, especially in critical thinking skills and minimum competencies. This study aims to develop a test instrument based on critical thinking skills to analyze the minimum competency level of students. The research method is Research and Development with a 4D development design (Define, Design, Develop, and Disseminate). The subjects of the study were students of class XI MIPA SMA Muhammadiyah 1 Temanggung. Data collection methods consist of observation and testing of test instrument designs. Data collection instruments use interview sheets, documentation, test instruments, expert validation sheets, and questionnaire response sheets. Test and non-test data analysis techniques are analysis of the feasibility of test instruments, validity and reliability estimation, measurement of minimum competency levels, and analysis of student questionnaire responses. The results of the observation stated that teachers had implemented the Minimum Competency Assessment test but it was not optimal. The results of the instrument feasibility study were valid based on expert validation. The validity of the questions contained one misfit question. The reliability of the questions tended to be good. The results of the competency level analysis obtained 22% proficient, 26% capable, 28% basic, and 24% need special intervention. The results of the student questionnaire responses stated that they agreed that the instrument was feasible and successful to use. The conclusion of the instrument from the development was tested for feasibility, content validity, and a positive response was obtained.
Development of Two-Tier Multiple-Choice Diagnostic Test Instrument Based on Science Literacy on Chemical Equilibrium Material Oktaviani, Salsabil Zhafirah; Harjono
Chemistry in Education Vol. 14 No. 1 (2025): Chemistry in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chemined.v14i1.21813

Abstract

This study aims to develop a Two-Tier Multiple Choice (TTMC) diagnostic test instrument based on science literacy to assess students' science literacy skills on chemical equilibrium material. This research employed a Research and Development (R&D) design using the 4D model (Define, Design, Develop, Disseminate). The research subjects consisted of 59 students. The developed instrument was a TTMC diagnostic test comprising 25 items. The development process included three main stages: (1) determining the scope of chemical equilibrium material, (2) collecting information regarding the use of TTMC instruments, and (3) constructing and validating the TTMC diagnostic instrument. Data were analyzed using the Rasch model, which involved expert validation, item validation, reliability testing, difficulty level analysis, item discrimination testing, and students' science literacy profiling. The results indicated that the developed instrument is valid with an average expert validation score of 102 out of 128 and a Scale-Content Validity Index (S-CVI) of 1. The reliability coefficient for the instrument was 0.73 for the small-scale trial and 0.78 for the large-scale trial, indicating good consistency. Furthermore, the instrument demonstrated good discriminative ability by categorizing students into three ability groups. The science literacy profile analysis showed that students' science literacy was in the "sufficient" category with an average percentage of 46%, consisting of content aspect (47%), context aspect (47%), and competency aspect (45%).
Effectiveness of Problem-Based Learning Assisted by Cleo Card to Improve Motivation and Learning Outcomes on the Periodic System of Elements Material Ashfa, Ellisa Auliya; Priatmoko, Sigit; Sumarni, Woro; Haryani, Sri
Chemistry in Education Vol. 14 No. 1 (2025): Chemistry in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chemined.v14i1.22055

Abstract

Students still experience difficulties in understanding the concept of the periodic system of elements (PSE), as reflected in their low learning outcomes. One of the key factors influencing learning outcomes is learning motivation. Therefore, appropriate learning models and media are needed to improve both aspects. This study aims to examine the effectiveness of the Problem-Based Learning (PBL) model assisted by Cleo Card in enhancing students' learning motivation and learning outcomes, as well as to analyze the relationship between motivation and learning outcomes on PSE material. The research employed a quasi-experimental design with a non-equivalent pretest-posttest control group design. The results showed that the application of the PBL model assisted by Cleo Card significantly improved students' learning motivation (%N-gain 64.14%, moderately effective) and learning outcomes (%N-gain 68.84%, moderately effective) compared to the control class. Mastery of motivation and learning outcomes in the experimental class reached 100% and 97.22%, respectively, while the control class only reached 47.22% and 8.33%. The t-test confirmed a significant effect of the PBL model with Cleo Card on both motivation and learning outcomes (p < 0.05). Furthermore, a strong and significant relationship was found between learning motivation and learning outcomes, with a correlation coefficient of 1.00 and a significance value of 0.297.

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