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Erfan Priyambodo
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Universitas Negeri Yogyakarta Jl. Colombo Yogyakarta No.1, Karang Malang, Caturtunggal, Kec. Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta, Indonesia 55281
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INDONESIA
Indonesian Journal of Chemical Education
Published by Universitas Negeri Yogyakarta
ISSN : -     EISSN : 25812645     DOI : -
Core Subject : Science, Education, Social,
Chemistry Education Social Sciences Other
Indonesian Journal of Chemical Education (IJCE) is a journal which covers all the field of chemistry education, both experimental and theoretical aspects. Regular papers, letters and review articles with contents meeting the scope of the journal will be considered for publication after peer review. Authors are encouraged to submit complete original and unpublished works, which are not under review and considered to be publish in any other journals. Articles are welcome that deal with theoretical analysis, meta-anaysis reviews, and result of research or empirical studies from all aspect of Chemistry Education. Reports on new methodologies and comprehensive assessments of existing ones, as well as applications to new types of problems are especially welcome. Experimental papers are expected to be brought into relation with theory, and theoretical papers should be connected to present or future experiments. Manuscripts that apply routine use or minor extensions or modifications of established and/or published experimental and theoretical methodologies are appropriate if they report novel results for an important problem of high interest and/or if they provide significant new insights.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol. 2 No. 2 (2025): DECEMBER 2025" : 5 Documents clear
In-service and pre-service physics and chemistry teachers’ knowledge and perceptions about renewable energies education Sidi Mohamed Tounkara
Indonesian Journal of Chemical Education Vol. 2 No. 2 (2025): DECEMBER 2025
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v2i2.88955

Abstract

With climate change education (CCE) not included in Malian official programs of general secondary schools and physics and chemistry teachers are left to integrate it into their respective lessons. A survey was conducted to assess in-service and pre-service physics and chemistry (PC) teachers’ (n = 82) knowledges and perceptions for through renewable energies (RE) education in Mali. At the in-service teacher’s level, 85% desired to integrate RE, contrary to explaining climate change causes and consequences, perhaps because integration of CCE requires a didactic transposition that involves two major constraints: the legitimization of knowledge and the gap with scholarly knowledge, with compliance with programs to be satisfied first. Pre-service (master’s degree in PC) teachers’ results showed the influence of the disciplinary approach, with small differences and a complementarity of REs knowledge advantages and disadvantages, implying that teachers can actively participate in curricular innovation through CCE integration.
The Influence Of Problem-Based Learning On Student's Critical Thiniking Skills In Chemical Equilibrium Fatih Enzati Sayoga Wardana; Nurfina Aznam
Indonesian Journal of Chemical Education Vol. 2 No. 2 (2025): DECEMBER 2025
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v2i2.92283

Abstract

This study aims to analyze the influence of the PBL learning model on students' critical thinking skills, as well as to analyze changes in students' critical thinking skills before and after the implementation of PBL on reaction equilibrium material. The research method used was a quasi-experiment with a pretest-posttest control group design. The research sample consisted of an experimental class and a control class with a total of 72 students. The data were analyzed using an independent sample t-test to determine the effect of PBL learning on students' critical thinking skills, while a paired sample t-test was used to determine the changes before and after the treatment. The results showed that PBL learning significantly improved students' critical thinking skills. In addition, there was an increase in critical thinking skills in students before and after participating in PBL learning. Thus, the application of PBL learning significantly influenced and improved the critical thinking skills of high school students on the subject of chemical equilibrium.
Application of Digital Media and Deep Learning to Hydrocarbon Materials at the High School Level: Systematic Literature Review Syifaul Auliya; Sri Handayani
Indonesian Journal of Chemical Education Vol. 2 No. 2 (2025): DECEMBER 2025
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v2i2.92573

Abstract

This study aims to analyze the use of digital media and deep learning learning on hydrocarbon materials and their derivative compounds at the high school level through the Systematic Literature Review (SLR) approach. The study was conducted by analyzing various journals from Scopus and Google Scholar data using the keywords "digital media", "deep learning", "hydrocarbon compounds", "SMA", and "Indonesia". Of the 127 articles found between 2010–2025, only five met the inclusion criteria, namely research conducted in Indonesia using quantitative methods in the context of high school chemistry learning. The analysis shows that the use of digital media such as interactive simulations, animated videos, and games significantly improves student learning outcomes and motivation. In addition, the deep learning approach also contributes to improving students' critical and analytical thinking skills, although its implementation is still hampered by infrastructure problems and teacher readiness. Overall, digital media and deep learning have proven to be effective in improving students' conceptual understanding and engagement in chemistry learning. This study recommends the development of an interactive digital media-based learning model with a deep learning approach to evaluate its effectiveness in the long term.
Profile of High School Students' Critical Thinking Skills in Chemistry Subjects Firdaus Anisa Utami; Erfan Priyambodo
Indonesian Journal of Chemical Education Vol. 2 No. 2 (2025): DECEMBER 2025
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v2i2.92626

Abstract

Learning in the 21st century requires students to possess a range of skills to keep pace with technological developments. This research examined the critical thinking abilities of 10th-grade students at a high school in Sleman. The sample was obtained through purposive random sampling and comprised 35 students. The instrument employed in this study was an essay test developed using Ennis’s critical thinking indicators as the foundation.. The collected data were analysed using simple descriptive statistics. The research findings indicate that the critical thinking skills of 10th-grade students remain in the low range, with a score range of 13 to 88 and an average of 55.9.
Systematic Literature Review: Application of Scratch-Based Interactive Learning Media in Supporting Chemical Bonding Learning Dinda Nurmalika Fitri Utami; Isti Yunita
Indonesian Journal of Chemical Education Vol. 2 No. 2 (2025): DECEMBER 2025
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v2i2.92712

Abstract

Chemical bonding is a fundamental concept in chemistry education that often poses comprehension difficulties for students due to its abstract and complex nature. This study aims to analyse the trends in implementing Scratch-based interactive learning media to support chemical bonding instruction through a systematic literature review approach. The method employed follows the PRISMA protocol by analysing 16 articles from Scopus, Google Scholar, and ERIC databases published between 2016 and 2025. The analysis results indicate that Scratch-based media effectively enhances students' conceptual understanding, with an average improvement in comprehension scores of 23.4%. The primary advantages of Scratch include its intuitive visual programming approach, the ability to create interactive molecular simulations, and the simultaneous development of computational thinking skills. The conclusion of this study indicates that integrating Scratch into chemical bonding instruction has the potential to address misconceptions and increase student engagement in the learning process.

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