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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 32 Documents
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The Effect of the Six Thinking Hats Strategy on Student Grouping to Improve Problem-Solving Skills and Concept Mastery in Reaction Rate Material Azzahra, Elvara Siti; Harjito, Harjito
Chemistry in Education Vol. 14 No. 2 (2025): Chemistry in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chemined.v14i2.31289

Abstract

This study aims to analyze the effect of the Six Thinking Hats strategy on enhancing students’ problem-solving skills and conceptual understanding in the topic of reaction rates. The research employed a quasi-experimental method using a non-equivalent control group design. Instruments included concept mastery tests (pretest and posttest), student worksheets (LKPD), and student response questionnaires. Data were analyzed using the Mann-Whitney U test, the Friedman test, Spearman's Rank correlation, and effect size calculations. The results showed that the implementation of the Six Thinking Hats strategy had a significant impact on the improvement of students’ problem-solving abilities and conceptual understanding, as indicated by the Mann-Whitney U test results for each LKPD (p < 0.05) and large to very large effect sizes (Cohen’s d = 1.15; 1.48; 0.56; and 2.99). The Friedman test revealed statistically significant differences in performance across LKPDs in both the experimental and control classes (p = 0.000). In terms of conceptual understanding, a significant difference was observed (p = 0.000), with an increase in Cohen’s d from 0.65 (moderate) to 2.08 (large). However, the Spearman Rank correlation test indicated no significant relationship between conceptual understanding and problem-solving ability, suggesting that individual and collaborative assessment contexts influence student outcomes differently.
Small-Scale Chemistry Experiment in Guided Inquiry Learning to Improve Concept Understanding and Science Process Skills Zahronada, Afifa Ayu; Cahyono, Edy; Sumarti, Sri Susilogati
Chemistry in Education Vol. 14 No. 2 (2025): Chemistry in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chemined.v14i2.30468

Abstract

This study aims to analyze small-scale chemistry in guided inquiry to improve the relationship between students' conceptual understanding and science process skills. The research method used is a quasi-experimental design with a pretest-posttest nonequivalent control group design. The sample of this study consisted of two classes: the experimental class, which used small-scale chemistry in guided inquiry, and the control class, which employed conventional learning. The instruments used included a test (two-tier test) to measure conceptual understanding and observation sheets to measure science process skills. Data analysis was carried out using normality tests, homogeneity tests, t-tests, and Pearson correlation tests. The study's results showed a significant increase in understanding and science process skills in the experimental class compared to the control class. The increase in conceptual understanding was evident from the hypothesis test, with the N-gain value of the experimental class at 0.6 (moderate) and the control class at 0.29 (low). Meanwhile, the science process skills obtained t-test results and observation sheets, with an average of "good" in the experimental class and "sufficient" in the control class. The results of the correlation test showed a significant positive relationship between conceptual understanding and science process skills, with a p-value of < 0.05. value.
Development of a Multiple Representation-Containing Students’ Worksheet Integrated with Problem-Based Learning to Improve Students’ Critical Thinking Skills on the Hydrocarbon Topic Lutfiyani, Fiki Anisa; Nurhayati, Sri
Chemistry in Education Vol. 14 No. 2 (2025): Chemistry in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chemined.v14i2.32220

Abstract

The goal of this research study is to develop feasible and effective multiple representation-containing students’ worksheet integrated with Problem-Based Learning that receive feedback from students. This research uses the R&D method with the 4-D research model, which includes define, design, develop, and disseminate. The feasibility of the students’ worksheet is evident through the expert validators' assessment of the material and media experts' validation sheets, with average validation results of 88.59% and 90.41%, respectively, categorized as highly feasible. Additionally, a readability test was conducted, yielding a score of 88,33%, which is categorized as “very good”. Based on the expert validation and readability assessment results, the developed students’ worksheet is suitable for teaching hydrocarbon topic. The students’ worksheet effectiveness can be seen in the Wilcoxon test results, which were obtained from the students’ pretest and posttest scores to determine if there was significant improvement in their critical thinking skills. The Effect Size test yielded a value of 0,876, indicating high effectiveness. Based on these results, the students’ worksheet is effective in improving critical thinking skills. Students' responses yielded a percentage of 85.33%, categorized as "very interesting." The results showed that multiple representation-containing students’ worksheet integrated with Problem-Based Learning content improves Students’ Critical Thinking Skills on the Hydrocarbon topic.
Development of E-Worksheet Problem-Based Learning Model with Ethnoscience Content to Improve Critical Thinking Skills Setyawati, Annisa; Prasetya, Agung Tri
Chemistry in Education Vol. 14 No. 2 (2025): Chemistry in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chemined.v14i2.32424

Abstract

This study was designed as an E-worksheet model of Problem-Based Learning with ethnoscience content. The study aimed to produce a product, analyze its feasibility and effectiveness in improving students' critical thinking skills. The study included research and development (R&D) with a 3D (Three-D) design consisting of the Define, Design, and Develop stages. The research model is a quasi-experimental design using a posttest-only control group design. The study subjects consisted of 71 students from grades XI-11 and XI-12. Data collection methods included both test and non-test instruments. Data collection instruments included interview sheets, questionnaires, surveys, and assessments. Data analysis of the developed product included feasibility tests, effectiveness tests, and student responses to the E-worksheet product. The research results showed that the expert validation of the material, media, and readability test indicated that the E-worksheet product was feasible for use, with Aiken's V coefficients of 0.95 and 0.89, which are very high criteria, and a score percentage of 87.06%, which is a very good criterion. The results of the large-scale trial showed that the E-worksheet was effective in improving critical thinking skills based on the Mann Whitney test result of 0.002 < 0.05, which indicated a significant difference in critical thinking skills between the experimental class and the control class. The E-worksheet product received a very good response from students with a score of 90.48%. The E-worksheet PBL model with ethnoscience content developed is feasible and effective in improving critical thinking skills and receives a very good response from students.
Development of Electronic Student Worksheet Based on Multiple Intelligence on Acid Base Material to Improve Students’ Logical Mathematical and Interpersonal Intelligence Eyza Alifia; Sri Wardani
Chemistry in Education Vol. 15 No. 1 (2026): Chemistry in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chemined.v15i1.32095

Abstract

This study aims to determine the characteristics, feasibility, and effectiveness of a Multiple Intelligence-based Electronic Student Worksheet (E-LKPD) on acid-base material in enhancing students' logical-mathematical and interpersonal intelligences. The research method employed is the 4D development model, which includes the stages of Define, Design, Develop, and Disseminate. The instruments used in this study comprise logical-mathematical intelligence tests (pre-test and post-test), interpersonal intelligence observation sheets, and student response questionnaires. Data on students' logical-mathematical intelligence from the pre-test and post-test were analyzed using the N-Gain test, while improvement in interpersonal intelligence was evaluated through observation conducted at the beginning and end of the learning process. Feasibility testing of the E-LKPD by content experts and media experts yielded scores of 98.76% and 96.11%, respectively, both categorized as highly valid. The readability test resulted in a score of 86%, indicating a very good level of readability. The analysis of logical-mathematical intelligence improvement showed an N-Gain score of 0.60, categorized as moderate. Students' interpersonal intelligence also increased, with average scores of 76.29% in the good category and 82.73% in the very good category. Based on these findings, it can be concluded that the Multiple Intelligence-based E-LKPD on acid-base material is feasible and effective in enhancing students' logical-mathematical and interpersonal intelligences.
The Effect of Applying Contextual Teaching and Learning in Problem-Based Learning on Students’ Critical Thinking Skills in Chemical Equilibrium Fadillah Desintha Yuliani; Harjito
Chemistry in Education Vol. 15 No. 1 (2026): Chemistry in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chemined.v15i1.32744

Abstract

Critical thinking skills are essential 21st-century skills that need to be developed, including in complex chemistry equilibrium material that requires in-depth analysis. Context-based learning and problem solving, such as a combination of Problem Based Learning (PBL) and Contextual Teaching and Learning (CTL), are expected to combine the strengths of both in improving critical thinking skills. This study aims to analyze the effect of applying PBL-CTL on critical thinking skills and compare it with non-CTL PBL. The type of research is a quasi-experiment – post-test non-equivalent control group design. The sample selection was conducted using a combination of purposive sampling and cluster random sampling after testing the normality and equality of variance in the population. This study was conducted by comparing two sample groups. The experimental group applied PBL-CTL, while the control group used PBL. Data were obtained from the completion of worksheets, post-tests, and observations. The Mann-Whitney U test results showed significant differences in critical thinking skills (p=0.010) and knowledge (p=0.038), with the experimental group having a higher mean rank. The effect size test indicated a moderate effect on critical thinking skills (r=0.304) and knowledge (r=0.244). These findings prove that PBL-CTL has a significant moderate effect on improving students' critical thinking skills and knowledge in chemical equilibrium material, with a greater effect on critical thinking skills. In addition, students in the PBL-CTL group consistently achieved higher scores on critical thinking indicators and mastery of material compared to the non-CTL PBL group.
Development of a Guided Inquiry-Based E-Module to Optimize Student's Conceptual Understanding of Buffer Solution Material Istijabah Mufsiroh; Kasmui Kasmui
Chemistry in Education Vol. 15 No. 1 (2026): Chemistry in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chemined.v15i1.33206

Abstract

This study aims to develop a guided inquiry-based e-module to optimize student’s conceptual understanding of buffer solution material. The research employed the 4D development model, limited to the development stage (3D). The e-module was designed using the Google Sites platform and equipped with interactive features such as instructional videos, virtual laboratories, and Wordwall educational games. The trial subjects included students from SMA Muhammadiyah 1 Temanggung (small scale) and SMA Negeri 1 Temanggung (large scale). Expert validation indicated that the e-module was highly feasible in terms of content and media. Validation by subject matter experts yielded a score of 88.37%, categorized as “very valid”, while media experts gave a score of 95.16%, also categorized as “very high”. The effectiveness of the e-module was evidenced by a significant increase in student’s conceptual understanding scores, with an n-gain of 0.8260, as well as positive student responses to the learning media. Therefore, the develop e-module is considered feasible, effective, and enganging for teaching buffer solution material in chemistry learning.
Development of Google Sites-Based E-learning Using the Problem-Based Learning Model to Improve Student Learning Outcomes in Chemical Equilibrium Material Ayu Anisa Larasati; Agung Tri Prasetya; Nuni Widiarti
Chemistry in Education Vol. 15 No. 1 (2026): Chemistry in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chemined.v15i1.33299

Abstract

This study aims to develop an e-learning platform based on Google Sites that is integrated with the Problem-Based Learning (PBL) model to improve student learning outcomes on the topic of chemical equilibrium.. Research instruments include expert validation sheets, student response questionnaires, and learning achievement tests conducted through pretest and posttest. The validation results showed that the developed media obtained scores of 85.3% from material experts and 86% from media experts, both categorized as very valid. Student response to e-learning media is also very practical, with a percentage of 88.7%. The effectiveness of the media was shown by a significant increase in learning outcomes, with an N-gain score of 0.72 categorized as high. Therefore, Google Sites–based e-learning integrated with the PBL model is considered valid, practical, and effective, making it feasible to use as an alternative learning medium for teaching chemical equilibrium material.
The Development of Interactive Learning Media Based on Articulate Storyline 3 on Thermochemistry to Enhance Student's Conceptual Understanding Faiza Ulayya Warfi; Eko Budi Susatyo; Sri Haryani
Chemistry in Education Vol. 15 No. 1 (2026): Chemistry in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chemined.v15i1.38902

Abstract

  This study aimed to develop an interactive learning medium based on Articulate Storyline 3 for thermochemistry material, as well as to determine its feasibility, effectiveness, and user response. This research was motivated by the low conceptual understanding of students regarding the abstract nature of thermochemistry and the limited use of media, which was confined to textbooks and PowerPoint at SMA Teuku Umar Semarang. The research method used was Research and Development (R&D) with the 4D model (Define, Design, Development, Disseminate ). The research subjects consisted of 25 grade XII science students for a small-scale trial and 33 grade XI science students for a large-scale trial. Data were collected through interviews, expert validation questionnaires, response questionnaires, and conceptual understanding tests (pre-test and post-test). The results showed that the learning medium was declared "highly feasible" based on material expert validation with an average score of 35.5 out of 40 and media expert validation with an average score of 59.5 out of 64. The medium's effectiveness was proven to be "effective" in enhancing conceptual understanding, as indicated by an average N-Gain score of 0.834 (high category). Furthermore, the medium received a "very good" response from students with an average score of 3.82 and a "good" response from the teacher with a score of 3.00. It is concluded that the interactive learning medium based on Articulate Storyline 3 is feasible, effective, and received positive responses for use in the high school chemistry learning process.
Project-Based Digital Worksheets with Chemoentrepreneurship to Foster Creative Thinking and Entrepreneurial Interest in Reaction Rates Nuri Jannati Azzahra; Sri Susilogati Sumarti; Devy Lestari
Chemistry in Education Vol. 15 No. 1 (2026): Chemistry in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chemined.v15i1.39769

Abstract

The teaching of factors affecting reaction rates in high schools still tends to emphasize conceptual aspects and does not fully relate chemical concepts to real-life contexts. This condition prevents students' creative thinking skills and entrepreneurial interests from developing optimally. Therefore, digital teaching materials that can facilitate active, contextual, and meaningful learning are needed. This study aims to develop and test the feasibility and effectiveness of Chemoentrepreneurship-oriented Project-Based Learning Electronic Student Worksheets on the subject of factors affecting reaction rates in improving students' creative thinking skills and entrepreneurial interest. This study used a research and development method with a Four-D model, which includes the stages of definition, design, development, and dissemination. The research subjects were grade XI students at a public high school, who were divided into an experimental class and a control class. Data were collected through expert validation sheets, pre-tests and post-tests, creative thinking ability observation sheets, and entrepreneurial interest questionnaires, then analyzed descriptively and inferentially. The results showed that the developed Electronic Student Worksheets met the criteria of being highly feasible based on expert validation. In addition, it has been proven that the use of these teaching materials can improve students'.

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