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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 
Chemical Bond Based E-Worksheet Design Problem Based Learning With Approaches Differentiation To Improve Learning Outcomes Student Devi, Carissa Salma; 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.v14i1.23391

Abstract

This study aims to develop and evaluate a Chemistry Bonding e-worksheet based on Problem-Based Learning (PBL) with a differentiation approach to improve student learning outcomes at SMA Negeri 1 Ungaran. Using the 4D development model, which is limited to the Define, Design, and Develop stages, the e-worksheet is designed to meet students' needs based on literature studies and observations. This e-worksheet follows the PBL syntax, consisting of five stages, and is equipped with practice questions and a practical guide to support active learning and critical thinking skills. Validation results from subject matter and media experts indicate a high level of agreement, with a Cohen’s Kappa value of 0.853, categorized as very good. The N-Gain analysis indicates that the improvement in students' learning outcomes falls into the high category, with an overall score of 0.848. These findings suggest that the PBL-based e-worksheet with a differentiation approach is effective in enhancing student learning outcomes        
Development of E-Module Teaching Materials Based on Socio-Scientific Issues to Improve Students’ Science Literacy on The Global Warming Topic Amalia Cahya Anggraheni; Ulfa Lutfianasari
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.v14i1.23530

Abstract

Indonesian education has undergone a curriculum change in the form of the "Merdeka Curriculum," where one of the challenges faced is the limited availability of teaching materials, which affects the learning process of students. Another challenge Indonesia faces is the low level of scientific literacy among students. Therefore, it is necessary to develop teaching materials in the form of an e-module based on socio-scientific issues to improve students' scientific literacy. The purpose of this study is to determine the feasibility, student responses, and effectiveness of the e-module, as well as to analyze the improvement in students' scientific literacy. This type of research is Research and Development (R&D) using the 4D development model, namely define, design, develop, and disseminate, to produce a product that is suitable for use. The developed e-module was validated by five experts and achieved a high validity level (90.3% for content and 90% for media). Student responses to the e-module showed very good results, with an average score of 60.85 for class X-3 and 61.59 for class X-4. The N-gain test showed significant effectiveness, with a score of 0.735 (high category) for class X-3 and 0.677 (medium category) for class X-4. The results of this study indicate that the socio-scientific issue-based e-module is effective in improving students' scientific literacy on the topic of global warming.  
Correlation Between Student Learning Motivation and Learning Quality on Student Critical Thinking Skill on Atomic Structure Material Ananta Aryabima; Nurhayati, Sri; Sumarni, Sri Susilogati
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.v14i1.27833

Abstract

Education in the 21st century demands skills that must be mastered. The skills that students must have in the 21st century are called 4C, namely critical thinking, creativity, communication skills, and collaboration. The education system in Indonesia currently implements a kurikulum merdeka that focuses on developing the character and competence of students and focuses on essential materials. This study aims to determine the correlation between learning motivation and learning quality on critical thinking skills. Critical thinking skills are one of the skills that students must master in the 21st century. This study is a quantitative model study with a survey method. The sample used in this study was 103 students from grades X-E 5, X-E 10, and X-E 11 of SMA Negeri 12 Semarang. Data analysis was carried out using PLS-SEM. The results of the hypothesis test using PLS-SEM showed that learning motivation did not have a positive and significant correlation with critical thinking skills with a p-value of 0.413. The learning quality variable has a positive but insignificant correlation with critical thinking skills with a p-value of 0.736. The learning quality variable has a positive and significant correlation to learning motivation with a p-value of 0.000.
Development of Ethno-STEM Test Instrument to Equip Chemical Literacy on Thermochemistry Material Khoiriyah, Fatimah; Sumarti, Sri Susilogati; 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.v14i1.28691

Abstract

Chemistry education in the 21st century demands the development of chemical literacy that not only masters theoretical concepts, but also relates science to real-life contexts and scientific thinking skills. This study aims to develop a valid and reliable ethnoscience-based chemical literacy test instrument and STEM approach on thermochemical material for high school students. The development model used is 4D (Define, Design, Develop, Disseminate). The results of observations and interviews showed the need for instruments that integrate the local cultural context, especially the practice of making pottery in Klaten, with the concept of thermochemistry. Expert validation resulted in an Aiken's V value of 0.92 (high category), and the reliability test showed a value of 0.71 (good). Rasch analysis confirmed the validity of the items and the varying difficulty of the questions. This instrument is expected to improve students' chemical literacy in a contextual and meaningful way and encourage critical thinking skills
A Project-Based Learning Student Worksheet Based on STEM and Green Chemistry to Improve Students’ Conceptual Understanding and 21st Century Competencies Hidayah, Hayyu; Wardani, Sri; Sumarni, Woro
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.v14i1.29100

Abstract

This article is a narrative review that discusses the development and implementation of a student worksheet based on Project-Based Learning (PjBL) integrated with the STEM (Science, Technology, Engineering, and Mathematics) approach and the principles of Green Chemistry to enhance students’ conceptual understanding and 21st century competencies. Today’s education faces the challenge of not only focusing on content mastery but also equipping students with critical thinking, problem-solving, collaboration, communication, creativity, and awareness of global environmental issues. The integration of PjBL with STEM and Green Chemistry offers a relevant and contextual solution for meaningful chemistry learning. This review analyzes national and international studies published between 2020 and 2025, showing that the use of worksheets based on this integrated approach can improve students’ learning engagement, deepen conceptual understanding, and foster 21st century skills. Moreover, incorporating Green Chemistry principles into learning contributes significantly to instilling values of sustainability and environmental responsibility from an early age. This article also recommends further development and empirical research to test the effectiveness of such worksheets in various educational contexts, particularly in secondary school chemistry instruction.
Design of a Chemistry Learning on Android Media (CHEMONDRO) Assisted by Articulate Storyline to Improve Students’ Motivation and Learning Outcomes in Green Chemistry Zalfa Dwirakhma Saharani; Kasmui, Kasmui
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.v14i1.29776

Abstract

This study aims to design a creative and innovative Android-based chemistry learning media, Chemistry Learning on Android (CHEMONDRO), supported by Articulate Storyline to enhance students’ motivation and learning outcomes, particularly in the topic of green chemistry. The research employs the Research and Development (R&D) method using the Four-D (4D) development model, which was simplified into Three-D (3D): Define, Design, and Develop. The feasibility, effectiveness, and user responses toward the media were the main considerations in this study. CHEMONDRO was validated by experts in both content and media, with results showing a material expert validation score of 97.66%, media expert validation of 97.62%, and teacher validation of 92.86%, indicating a very high level of feasibility. The learning outcome improvement was analyzed using the N-Gain test, which resulted in an average N-Gain of 0.70 and 0.79, categorized as moderate and high improvement. In addition, affective and psychomotor domains of the students showed very good results. Readability testing in a small group reached 95.10%, while the implementation feasibility scored 93.89%. Large-scale student responses showed a very positive result of 94.46%. Based on these findings, CHEMONDRO is considered highly feasible, effective, and well-received as a media tool to support chemistry learning and improve student engagement and outcomes, particularly in green chemistry material.

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