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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
 1   2   3   4 
Analysis of Students’ Critical Thinking Skills in Electrochemistry Through Artificial Intelligence (AI)-Assisted Video Storytelling Nor Unsa Akmal; Harjono
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.v15i1.43619

Abstract

The demands of 21st-century learning emphasize critical thinking skills as part of the 4Cs, requiring assessment instruments capable of revealing students' thinking processes more authentically in electrochemistry material. Based on research conducted at SMAN 3 Semarang in November 2025 involving 86 grade XII students, it was found that assessment was still traditional, using paper-based written tests, and was still subjective. The quantitative method and correlational design used in this study focused on testing assisted storytelling tests by means of video recording and transcription with the help of artificial intelligence (AI) to measure critical thinking skills based on Facione’s indicators (interpretation, analysis, inference, evaluation, and explanation). The instrument’s feasibility was reviewed through content validity by two validators and analyzed using Gregory's formula, while reliability was tested using Cronbach's Alpha. The results showed a content validity coefficient of 0.80 (very high category), indicating that the instrument was valid in terms of content. The instrument's reliability obtained an α = 0.623, which is considered sufficiently reliable. Students’ critical thinking skills tend to be high in Interpretation–Analysis–Inference, while Evaluation and Explanation are relatively lower. Categorically, based on total scores, 88.37% of students are in the very critical category, 10.47% in the critical category, and 1.16% in the fairly critical category. Although the results show that the relationship between Critical Thinking indicators tends to be weak.
Chemistry in Traditional Cirebon Cuisine: Reconstruction of Local Knowledge into Chemical Concepts as Contextual Learning Fatimah Khoirunisa; Woro Sumarni; Triastuti Sulistyaningsih
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.v15i1.47337

Abstract

This study aims to explore and reconstruct ethnochemistry in traditional Cirebon cuisine as a source of contextual chemistry learning. The culinary items examined include nasi jamblang, empal gentong, tahu gejrot, and tape ketan. The research employs a qualitative descriptive approach with an ethnographic design through observation, interviews, documentation, and literature study. The collected data are analyzed and reconstructed into scientific chemistry concepts. The results show that the processing of traditional Cirebon cuisine contains various chemical concepts, such as starch gelatinization, protein denaturation, colloidal systems, oxidation-reduction reactions, fermentation, reaction rates, thermochemistry, protein coagulation, and Maillard reactions. Integrating these concepts into chemistry learning can enhance students’ understanding because it is contextual and closely related to everyday life. This study provides an alternative learning resource based on local wisdom that supports the implementation of the Merdeka Curriculum.

Page 4 of 4 | Total Record : 32

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