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J-PEK (Jurnal Pembelajaran Kimia)
Published by Universitas Negeri Malang
ISSN : 25286536     EISSN : 25795945     DOI : https://doi.org/10.17977/xxxx
Core Subject : Education,
Education
J-PEK (Jurnal Pembelajaran Kimia) publishes peer-reviewed articles in the area of chemistry education, including research results, review or short communication, conceptual ideas in chemistry education, and other relevant aspects of chemistry education disciplines. The published articles cover the following themes: Models of chemistry teaching, Assessment in chemistry, Media for chemistry teaching, Technology-enhanced learning in chemistry, Learning outcomes and theoretical chemistry teaching, Other in-depth analyses of chemistry teaching and learning, How to utilise chemistry for a better society
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 11 Documents
 1   2 
Electrochemistry Textbooks for Senior High School Students: Need Analysis R.M. Helmy Sujana; Nuriman Nuriman; Wachju Subchan
J-PEK (Jurnal Pembelajaran Kimia) Vol. 10 No. 1 (2025): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Department of Chemistry, Universitas Negeri Malang

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Abstract

This study aims to determine the learning resources, methods, and media teachers commonly use for chemistry instruction. It also seeks to assess students' utilisation of textbooks and teaching materials, how they obtain learning resources, the electrochemistry topics that students find challenging, and the characteristics of textbooks they desire. Data regarding students' scientific literacy skills were gathered using the TOSLS instrument, and student responses were collected through a questionnaire administered via Google Forms, which included 12 questions. The scientific literacy skills assessment results yielded a score of 55.28, placing it in the low category. The findings from the questionnaire revealed: 1) Teachers prefer using resources from the internet; 2) Teachers more frequently utilise lecture and assignment methods; 3) Teachers more often employ blackboard media; 4) Students do not fully utilise textbooks and teaching books; 5) Students primarily acquire textbooks and teaching materials by borrowing from the library; 6) Students face difficulties when studying chemistry books, particularly with electrochemistry topics and voltaic cell materials; and 7) Students desire textbooks that feature chemical representation characters.
Applied chemistry demonstration learning for the Indonesian students' association in Taiwan Anugrah Ricky Wijaya; Alif Alfarisyi Syah; Irma Kartika Kusumaningrum; Dima Vici Nadia Ariefianti; Angga Dheta Shirajjudin Aji; Khoiril Amin
J-PEK (Jurnal Pembelajaran Kimia) Vol. 10 No. 1 (2025): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Department of Chemistry, Universitas Negeri Malang

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Abstract

Indonesian migrant workers (TKI) in Taiwan face various challenges, including social inequality, limited access to educational resources, and a general lack of community support. To address these issues, the Chemistry Department of UM provided training to PPI Chung Yuan Christian University (CYCU) Taiwan, equipping them to run programs featuring demonstrations of micro-scale chemical applications, including cation and anion determination, electrolysis, and the production of soap and candles. These hands-on activities aim to develop scientific skills among the younger generation and empower migrant workers with entrepreneurial knowledge for their lives in Taiwan. Program outcomes were evaluated through surveys assessing participants' understanding and satisfaction with micro-scale demonstrations and the production of soap and candles. Results indicated that electrolysis and aromatherapy soap-making were particularly well-received, as they were easier to understand and gained popularity, with participants passing on the skills to other migrant workers. Efforts were made to ensure the program’s sustainability by actively involving the TKI community, with the hope that this initiative will help migrant workers develop valuable skills, broadening their opportunities for future success.References Angelica, R., Yoana Ledy Mutiara, Mufid Muhammad, & Salsabila Nink. (2023). Peranan Hukum Internasional Dalam Upaya Melindungi Tenaga Kerja Indonesia (TKI) di Taiwan. Das Sollen: Jurnal Kajian Kontemporer Hukum Dan Masyarakat, 1(02 SE-Articles). https://journal.forikami.com/index.php/dassollen/article/view/300 Cahyadi, N., & Baskoro, H. (2022). Sosialisasi kewirausahaan pada pekerja migran indonesia dengan design thinking. DedikasiMU : Journal of Community Service, 4(3), 282–289. https://journal.umg.ac.id/index.php/dedikasimu/article/view/4164 Damarsidi, H. R. (2017). Analisis Anomali Kebijakan Penempatan TKI: Eksploitasi Tenaga Kerja Indonesia sebagai Anak Buah Kapal Perikanan Taiwan. Journal of International Relations, 3(4), 40–48. Kartikasari, D., & Muthmainah, M. (2023). Pengaruh Pelatihan Keterampilan Koping Orang Tua terhadap Kecerdasan Emosi & Keterampilan Sosial Anak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(5 SE-Articles), 5506–5522. https://doi.org/10.31004/obsesi.v7i5.5100 Kwartawaty, N. N., Noviana, E., & Mahardhika, G. T. (2020). Pelatihan mini MBA secara daring terhadap pekerja migran Indonesia di Taiwan. BERNAS: Jurnal Pengabdian Kepada Masyarakat, 1(4 SE-Articles), 661–666. https://doi.org/10.31949/jb.v1i4.543 Raharto, A. (2017). Pengambilan Keputusan Tenaga Kerja Indonesia (TKI) Perempuan Untuk Bekerja di Luar Negeri: Kasus Kabupaten Cilacap. Jurnal Kependudukan Indonesia, 12(1), 39–54. Rahman, R. A., Salim, A. A., & Anggriawan, R. (2021). Peran Pemerintah Indonesia dan Taiwan dalam Menanggulangi Kasus Pekerja Migran Indonesia “Kaburan.” Jurnal Wawasan Yuridika, 5(1), 81–99. https://ejournal.sthb.ac.id/index.php/jwy/article/view/414 Ramadhan, M. Z., & Amaliyah, R. (2023). Strategi indonesia dalam manajemen perlindungan pekerja migran Indonesia di Taiwan pasca new southbound policy. SIYAR Journal, 3(1 SE-Articles), 74–90. https://doi.org/10.15642/siyar.2023.3.1.74-90  
Assessment of Heavy Metals Safety in Barbecued Meat Samples Sold in Wudil, Kano State, Nigeria Sabiu Wada Haruna; Ruslan Shamsuddeen; Ansar Bilyaminu Adam; Musa Yahaya Abubakar
J-PEK (Jurnal Pembelajaran Kimia) Vol. 10 No. 1 (2025): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Department of Chemistry, Universitas Negeri Malang

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Abstract

This study evaluated the concentrations of Cadmium (Cd), Chromium (Cr), Lead (Pb), and Zinc (Zn) in barbecued meat samples sold in Wudil, comparing the results with World Health Organization (WHO) and Food and Agriculture Organization (FAO) safety standards. Eight samples (A-H) were analyzed using standard laboratory procedures, and the concentrations of these metals were measured in parts per million (ppm). The mean concentrations of Cd ranged from 0.43 to 0.78 ppm, with all samples exceeding the WHO permissible limit of 1.00 µg/g. For Cr, levels varied between 10.84 and 25.84 ppm, surpassing the WHO/FAO guideline of 1.00 µg/g, raising concerns about potential health risks from prolonged exposure. Lead concentrations were notably below the maximum allowable limit of 6.00 µg/g, ranging from 0.00 to 5.22 ppm. Zinc, an essential trace element, was present in all samples at concentrations between 14.09 and 31.21 ppm, within the permissible limits of 50.00 µg/g. Overall, the findings reveal varying levels of heavy metal contamination in barbecued meat samples sold in Wudil, with Chromium and Cadmium levels posing a potential risk to public health. Continuous monitoring and regulatory interventions are recommended to ensure the safety of consumers of these meat products.References Abubakar, M. Y., Haladu, M., Titilayo, O. A., & Adam, A. B. (2024). Effect and Remediation of Environmental Pollution on the Concept of Chemistry Review. African Journal of Sciences and Traditional Medicine, 1(1),440449. Adam, A. B., Abubakar, M. Y., Aneshi, A., Abdullahi, S., Ataitiya, H., & Garba, F. (2024). Comparative Studies and Proximate Analysis of Brown Beans as a Plant-Based Meat Alternative. International Research Journal of Chemistry, 43, 38-45. Adegbola, R. (2013). Heavy metal contamination in street-vended barbecued meat. Journal of Environmental Science, 23(4), 201-215. Ahmad, K. B., Adam, A. B., Bilkisu, I. A., Umar, F. S., & Kahtan, A. H. (2024). Assessment of Heavy Metals in Human Scalp Hair. Tropical Journal of Engineering, Science and Technology, 3(1), 1-7. Baykov, B., Stoyanov, M., & Gugova, M. (1996). Cadmium and lead bioaccumulation in male goats fed with contaminated forage. Journal of Animal Science, 74(5), 1537-1543. Demirezen, D., & Uruc, K. (2006). Comparative study of trace elements in certain fish, meat, and meat products. Food Chemistry, 104(3), 1075-1080. Goyer, R. A. (1997). Toxic and essential metal interactions. Annual Review of Nutrition, 17(1), 37-50. Miranda, M., Lopez-Alonso, M., Castillo, C., & Hernandez, J. (2005). Impact of environmental pollution on metal content in animal products. Journal of Veterinary Research, 36(3), 281-287. Oluwasanmi, A. I., Adam, A. B., & Abubakar, M. Y. (2024). Comprehensive Review On Heavy Metal Contamination In Air From Metal Processing Industries: Sources, Dispersion, And Mitigation Strategies. Bİlsel International Gordİon Scientific Research Congress 19-20 September 2024- Ankara/ Türkİye. Sahrawat, K. L., Burford, J. R., & Diatta, S. (2002). Digestion method for determining trace metal concentrations in soil. Communications in Soil Science and Plant Analysis, 33(5-6), 735-740. Santhi, D., Balakrishnan, V., Kalaikannan, A., & Radhakrishnan, K. (2008). Presence of heavy metals in pork products in Chennai (India). American Journal of Food Technology, 3(3), 192-199. SCAN (Scientific Committee on Animal Nutrition). (2003). Opinion of the scientific committee on animal nutrition on the dioxin contamination of animal feed. European Journal of Animal Science, 42(1), 45-57. Yusuf, K. A., Adegbola, R. A., & Ajibola, T. B. (2002). Determination of heavy metal residues in cattle reared near industrial areas. Nigerian Journal of Animal Production, 27(3), 211-217.
Macromedia Flash 8: Learning Media to Enhance Students' Understanding of Chemical Bonding Haqqi Annazili Nasution; Syah Nurul Riswana; Ekin Dwi Arif Kurniawan
J-PEK (Jurnal Pembelajaran Kimia) Vol. 10 No. 1 (2025): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Department of Chemistry, Universitas Negeri Malang

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Abstract

This study aims to examine the effect of Macromedia Flash 8-based learning media on students’ learning outcomes in the topic of chemical bonding. The research employed a quasi-experimental design with a pretest-posttest control group, involving two randomly selected classes from a public secondary school in Medan. The experimental class was taught using interactive media developed with Macromedia Flash 8, while the control class received instruction using conventional PowerPoint-based methods. Both classes were instructed using the Discovery Learning model to ensure consistency in pedagogy. A multiple-choice test served as the research instrument and was administered to both groups as a pretest and a posttest. The collected data were analyzed using normality and homogeneity tests, N-Gain calculations, and a one-tailed t-test to determine statistical significance. The results indicated a significant improvement in students’ learning outcomes in the experimental class compared to the control class, based on the N-Gain value (0.64) compared to the control class (0.56). These findings suggest that using Macromedia Flash 8 enhances students’ conceptual understanding and engagement, particularly in abstract topics such as chemical bonding. The interactive animations and visual elements embedded in the media helped bridge the gap between microscopic chemical representations and student comprehension. Therefore, integrating multimedia learning tools in chemistry instruction can contribute to more effective teaching and improved student performance.References Akaygun, S., & Jones, L. L. (2014). How does level of guidance affect understanding when students use a dynamic simulation of liquid–vapor equilibrium? In Learning with understanding in the chemistry classroom (pp. 243–263). Springer. Al-Muqtafa, A. K. (2019). Penggunaan Media Macromedia Flash 8 dalam Pembelajaran Baca Tulis Al-Quran di Kelas X MM SMK Al Hidayah Wonorejo Pasuruan. Jurnal Mu’allim, 1(1), 161–174. Ardac, D., & Akaygun, S. (2004). Effectiveness of multimedia‐based instruction that emphasizes molecular representations on students’ understanding of chemical change. Journal of Research in Science Teaching, 41(4), 317–337. Ayittey, R. F., Azumah, D. A., Amponsah, K. D., & Commey-Mintah, P. (2023). Withdrawn: Effectiveness of Multimedia versus Traditional Teaching Methods on Chemistry Practical Performance among Senior High School Students in Ghana. Chiu, T. K. F., Lin, T.-J., & Lonka, K. (2021). Motivating online learning: The challenges of COVID-19 and beyond. The Asia-Pacific Education Researcher, 30(3), 187–190. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications. Demelash, M., Andargie, D., & Belachew, W. (2024). Enhancing Secondary School Students’ Engagement in Chemistry through 7E Context-Based Instructional Strategy Supported with Simulation. Pedagogical Research, 9(2). Dori, Y. J., & Barak, M. (2001). Virtual and physical molecular modeling: Fostering model perception and spatial understanding. Journal of Educational Technology & Society, 4(1), 61–74. Fraenkel, J., Wallen, N., & Hyun, H. (2019). How to Design and Evaluate Research in Education 10th ed. McGraw-Hill Education. Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. Harrison, A. G., & Treagust, D. F. (2000). Learning about atoms, molecules, and chemical bonds: A case study of multiple‐model use in grade 11 chemistry. Science Education, 84(3), 352–381. Huk, T. (2006). Who benefits from learning with 3D models? The case of spatial ability. Journal of Computer Assisted Learning, 22(6), 392–404. Izzati, N., Sukarno, S., & Rahim, A. (2022). Penerapan Model Discovery Learning Berbantukan Macromedia Flash 8 untuk Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran IPA. Physics and Science Education Journal (PSEJ), 116–121. Jaber, L. Z., & BouJaoude, S. (2012). A macro–micro–symbolic teaching to promote relational understanding of chemical reactions. International Journal of Science Education, 34(7), 973–998. Karpudewan, M., Roth, W.-M., & Abdullah, M. N. S. Bin. (2015). Enhancing primary school students’ knowledge about global warming and environmental attitude using climate change activities. International Journal of Science Education, 37(1), 31–54. Kelly, R. M., & Jones, L. L. (2007). Exploring how different features of animations of sodium chloride dissolution affect students’ explanations. Journal of Science Education and Technology, 16, 413–429. Kotimah, E. K. (2024). Efektivitas Media Pembelajaran AudiovisualBerupa Video Animasi Berbasis Powtoon Dalam Pembelajaran Ipa. Katera: Jurnal Sains Dan Teknologi, 1(1), 5–12. Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7–19. Kozma, R., & Russell, J. (2005). Students becoming chemists: Developing representational competence. Visualization in Science Education, 1, 121–146. Kurniawan, E. D. A., Muhaimin, & Syahri, W. (2016). Pengembangan media Pembelajaran Komik Kimia Menggunakan 3D Page Flip Untuk Materi Ikatan Kimia Siswa SMA Negeri 10 Kota Jambi. Unesa Journal of Chemical Education, 5. Mayer, R. E. (2002). Multimedia learning. In Psychology of learning and motivation (Vol. 41, pp. 85–139). Elsevier. Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning, 33(5), 403–423. Muljana, P. S., Selco, J., Feldman, R., Gaston, T., & Choi, B. (2020). When chemical bonding is perceived simple and interesting: The design and development of a learning object. International Journal of Designs for Learning, 11(3), 148–161. Nasution, H. A., Darmana, A., & Syuhada, F. A. (2022). Development of Higher Order Thinking Skill (HOTS) Chemistry Module Based on Problem Based Learning (PBL) Model on Colligative Properties of Solutions. 1–5. https://doi.org/10.4108/eai.11-10-2022.2325340 Oladejo, A. (2022). Approaches to Teaching Chemistry. Available at SSRN 4124306. Plass, J. L., Mayer, R. E., & Homer, B. D. (2020). Handbook of game-based learning. Mit Press. Putra, R. F. (2021). Effect of Using Guided Inquiry-Based Chemical Bonding Modules on Student Learning Outcomes. Journal of Physics: Conference Series, 1788(1), 12022. Rahayu, S., Treagust, D. F., & Chandrasegaran, A. L. (2022). High school and preservice chemistry teacher education students’ understanding of voltaic and electrolytic cell concepts: evidence of consistent learning difficulties across years. International Journal of Science and Mathematics Education, 20(8), 1859–1882. Rutten, N., Van Joolingen, W. R., & Van Der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136–153. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68. Salta, K., & Koulougliotis, D. (2020). Domain specificity of motivation: chemistry and physics learning among undergraduate students of three academic majors. International Journal of Science Education, 42(2), 253–270. Sari, N., & Yenti, E. (2022). Pengembangan Media Pembelajaran Animasi dengan Macromedia Flash 8 Pada Materi Jenis-Jenis Koloid. Journal of Chemistry Education and Integration, 1(2), 74–80. Sweller, J. (2011). Cognitive load theory. In Psychology of learning and motivation (Vol. 55, pp. 37–76). Elsevier. Taher, R., & Bentri, A. (2024). Development of Interactive Media Using Macromedia Flash 8 Software in Natural Sciences Subjects in Elementary Schools. AL-ISHLAH: Jurnal Pendidikan, 16(2), 2339–2349. Titilade, A., Rilwanu, S., & Rabiu, S.R. (2024). Bridging the gap: Combining traditional teaching methods with a modern E-learning system for chemistry education in federal college of education Katsina. World Journal of Advanced Engineering Technology and Sciences, 12(2), 691–698. https://doi.org/10.30574/wjaets.2024.12.2.0301 Varadila, J., Meilisa, R., Annisa, A., & Folkourng, F. (2023). Development of learning media based on macromedia flash 8 to see learning outcomes and achievements in vocational high school students. Journal of Computer-Based Instructional Media, 1(1), 9–18. Waruwu, A. B. C., & Sitinjak, D. (2022). Penggunaan Multimedia Interaktif dalam Meningkatkan Minat Belajar Siswa pada Pembelajaran Kimia. Jurnal Pendidikan Mipa, 12(2), 298–305. Widarti, H. R., Nuriyanti, D., Sari, M. E. F., Wiyarsi, A., Yamtinah, S., & Rokhim, D. A. (2024). Identification of learning difficulties and misconceptions of chemical bonding material: A review. Eclética Química, 49. Wijaya, W. U. (2020). Analisis Kebutuhan Untuk Mengembangkan Media Video Animasi Pada Materi Struktur Atom Dan Ikatan Kimia. Journal of Tropical Chemistry Research and Education, 2(2), 59–67. Wu, H., & Shah, P. (2004). Exploring visuospatial thinking in chemistry learning. Science Education, 88(3), 465–492.
The Effect of the 5E Learning Cycle Model with Learning Journals on Students' Critical Thinking in Thermochemistry Burhanuddin Ronggopuro; Muntholib Muntholib; Aman Santoso; Jacky Anggara Nenohai
J-PEK (Jurnal Pembelajaran Kimia) Vol. 10 No. 2 (2025): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Department of Chemistry, Universitas Negeri Malang

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Abstract

Work in the 21st century demands strong critical thinking skills. However, high school students still exhibit relatively low levels of critical thinking ability. Integrating learning journals into the 5E Learning Cycle model represents an educational innovation that enhances these skills. This study compares the critical thinking abilities of students in experimental and control classes using a quantitative quasi-experimental design with a non-equivalent control group. Two classes were involved: an experimental group (35 students) and a control group (34 students), each receiving different treatments. The sampling technique used was simple random sampling. Data were collected using 10 questions based on Ennis's five aspects of critical thinking. The instrument was validated and showed a reliability coefficient of 0.725. The results showed a difference in critical thinking scores between the control and experimental classes. The experimental class, which used the 5E Learning Cycle model supported by learning journals, achieved higher outcomes. This was confirmed by an independent t-test, which yielded a p-value (<0.001) and a higher post-test mean score in the experimental class (26.05). A Cohen’s d value of 2.39 indicated a large effect size, while an N-Gain score of 0.95 showed that the intervention fell into the high category.
Comparative Analysis of SMK Students' Understanding of Electrochemistry Through Laboratory-Based and Virtual Laboratory-Based Learning Modalities Alvin Annayya Habibah; Hartinah Pratiwi; Kurnia Larasati; Anugrah Ricky Wijaya
J-PEK (Jurnal Pembelajaran Kimia) Vol. 10 No. 2 (2025): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Department of Chemistry, Universitas Negeri Malang

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This study investigates the comparative effectiveness of Lab-Based Learning (LBL) and Virtual Lab-Based Learning (VLL) models in enhancing electrochemistry comprehension among Vocational High School (SMK) students. Employing a quasi-experimental, pre-test-post-test non-equivalent control group design, the research involved two groups of Industrial Chemistry students, each subjected to either LBL or VLL instructional methods. Data collection instruments included a concept understanding test and a student perception questionnaire. Initial assessments indicated similar baseline understanding, with pretest mean scores of 39.00 across all participants. Post-intervention results demonstrated significant improvements in both groups: the VLL group's mean score increased from 39.67 to 80.47, while the LBL group's mean rose from 38.33 to 88.67. Statistical analysis confirmed that both models effectively enhanced students' electrochemistry understanding, with the LBL group exhibiting a greater mean increase. Student perceptions further revealed a preference for the LBL model, citing increased engagement and ease of comprehension. These findings suggest that, despite the advantages of virtual laboratories, authentic laboratory experiences remain more effective for vocational students in mastering complex electrochemical concepts.
Comparison of Vocational Students’ Conceptual Understanding in Acid-Base Titration Using Virtual Lab-Based Learning and Lab-Based Learning with Chemical and Natural Indicators Hartinah Pratiwi; Alvin Annayya Habibah; Kurnia Larasati; Anugrah Ricky Wijaya
J-PEK (Jurnal Pembelajaran Kimia) Vol. 10 No. 2 (2025): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Department of Chemistry, Universitas Negeri Malang

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Abstract

This study compared the effectiveness of Virtual Lab-Based Learning (VLL) and Lab-Based Learning (LBL) in improving students’ conceptual understanding of acid-base using chemical and natural indicators. A quantitative quasi-experimental design with a pretest-posttest control group was implemented involving 30 vocational high school students from the Industrial Chemistry program at SMK PGRI 3 Malang, divided equally into two groups. The LBL group conducted hands-on laboratory experiments, while the VLL group utilized the ChemCollective virtual simulation platform. Both groups studied the same topic with equal instruction time and guidance from the same teacher. The results indicated that both learning models significantly improved students’ conceptual understanding of acid-base titration, with the LBL group achieving a higher post-test increase (74.06%) than the VLL group (62.26%). This suggests that direct laboratory practice fosters greater procedural accuracy, conceptual comprehension, and cognitive engagement. However, VLL remains a useful alternative for schools with limited laboratory access, providing an interactive means for students to visualize titration steps, color changes, and pH variations. The incorporation of natural pigments from red cabbage and hibiscus further enhanced student interest and contextual learning outcomes. Despite these promising results, the limited sample size constrains the generalization of findings, and future studies with larger, more diverse samples are recommended to validate the consistency of these results across broader educational contexts.
Toward Sustainability: Evaluating ESD Implementation in K-12 Schools: A Systematic Review Farras Alifa; Sri Rahayu; Oktavia Sulistina; Naif Mastoor Alsulami
J-PEK (Jurnal Pembelajaran Kimia) Vol. 10 No. 1 (2025): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Department of Chemistry, Universitas Negeri Malang

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Abstract

This systematic review evaluates 30 peer-reviewed articles published between 2015 and 2025, using the PRISMA method. The implementation methods are categorized into five groups: Classroom-Based Implementation (n = 10), Project-Based and Experiential Learning (n = 3), Textbook and Curriculum-Based Implementation (n = 3), School Infrastructure and Leadership (n = 3), and Extracurricular and Global Initiatives (n = 11). Classroom-based approaches are the most widely applied, featuring strategies such as transdisciplinary teaching and outdoor learning. A significant barrier identified across the literature is the lack of teacher preparedness and limited access to professional development (reported in 18 studies), alongside challenges such as insufficient institutional backing and resource limitations. This review presents a comprehensive typology of ESD implementation methods in K-12 settings, highlighting underrepresented areas such as leadership and structural integration. Mapping the distribution and frequency of implementation strategies provides a clearer understanding of current practices and gaps. In response, the review proposes actionable recommendations to improve ESD delivery, emphasizing the need for comprehensive teacher training, innovative curriculum approaches, and coordinated efforts across educational and community sectors to foster meaningful and sustainable learning outcomes.
The Role of Culturally Responsive Teaching (CRT) in Contextual Teaching and Learning to Improve Students' Scientific Explanation Skills Lailatul Mardhiyyah; Habiddin Habiddin; Rudiyanto Rudiyanto
J-PEK (Jurnal Pembelajaran Kimia) Vol. 10 No. 1 (2025): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Department of Chemistry, Universitas Negeri Malang

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A scientific explanation is vital for students, but they often lack access to one. They seldom apply their knowledge to elucidate natural phenomena, leading to a basic and less meaningful understanding. To enhance students' abilities to provide scientific explanations, the culturally responsive teaching (CRT) approach is employed in science education. This pre-experimental pre-test post-test study involved seven students at a private junior high school in Malang. Written tests, including pre-tests and post-tests, were used to evaluate the improvement of students' scientific explanation skills. The study indicates a significant enhancement in students' scientific explanations, categorizing them in the medium range. This finding emphasizes the necessity to implement the CRT approach in broader educational contexts.References Acebes, E. I., & Taber, K. S. (2024). Secondary Science Teachers’ Instructional Strategies for Promoting the Construction of Scientific Explanations. 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Enhancing Students’ Higher-Order Thinking Skills through the Implementation of a Scientific Approach to Hydrocarbons Subaeri Subaeri; Sri Rahayu; Siti Marfu’ah
J-PEK (Jurnal Pembelajaran Kimia) Vol. 10 No. 2 (2025): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Department of Chemistry, Universitas Negeri Malang

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Abstract

This research focuses on improving students’ higher-order thinking skills (HOTS) in hydrocarbon chemistry by developing teaching materials grounded in a scientific approach. To assess the effectiveness of the learning described above, this research employs a mixed-methods approach, collecting observational data and administering questionnaires to high school students at SMAN 1 Paiton, Probolinggo Regency. In practice, this research produces teaching materials on hydrocarbons developed using a scientific approach and assessed by expert validators. The average suitability scores are 91.06% for teachers' books and 91.72% for student books, both rated as very feasible. Furthermore, the independent-samples t-test revealed a significant difference between the experimental and control classes (p = 0.012; <0.05). Qualitative findings also indicate that the use of these teaching materials is highly feasible and necessary to improve HOTS among students.

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