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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 Authors are encouraged to submit complete original and unpublished works, which are not under review and considered to be publish in any other journals.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 20 Documents
 1   2 
The Discovery of Forensics Chemistry Latent Fingerprints: An Article Review Eamd Yousif; Dina Ahmed; Hanan Ibraheem; Rahimi Yusop; Khalid Zainulabdeen; Amamer Redwan
Indonesian Journal of Chemical Education Vol. 1 No. 1 (2024): JULY 2024
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v1i1.72678

Abstract

Forensic chemistry distinguishes itself from other branches of chemical sciences by the necessity to cater to the requirements of both the scientific and legal communities. Its research, application, and presentation are uniquely geared towards meeting the needs of these two domains. Consequently, forensic chemistry research is inherently practical and derived, emphasizing metrology (the science of measurement) and validation. Forensic chemistry has evolved beyond its initial analytical origins and now encompasses a broader range of chemical sciences. As the field expands, established forensic practices are being reevaluated, extending beyond drug analysis and toxicology to encompass diverse areas such as combustion chemistry, materials science, and pattern evidence. Chemistry has been used more and more to help with criminal investigations and forensic chemistry has become an important topic of study for students at all levels of education. The excitement of carrying out chemical tests is increased with the chance to explore a criminal incident. Both educators and students are consistently intrigued by the prominence of chemistry in crime scene investigations depicted in television shows. Fingerprint analysis, a key component of forensic science, has been adapted for every educational level. From elementary school students creating fingerprints with ink to the exciting (and messy) activity of revealing latent fingerprints through dusting, educators have found engaging ways to incorporate forensic science lessons. Superglue, readily available commercially, allows anyone interested to show its capabilities for detecting latent prints. Forensic science or forensic chemistry courses in high school and postsecondary education often include experiments involving the revelation of latent fingerprints. Latent fingerprints are formed when a person touches a surface, leaving behind a nearly transparent chemical residue that mirrors their unique skin ridge patterns. Latent fingerprints are likely to be left on surfaces every time you contact or grab them. To improve the contrast between the fingerprint residue and the surface it has been applied on, many methods have been established. Abundant and resilient, latent prints are unintentionally left behind on the surfaces you touch daily. Specialized techniques can reveal many of these latent prints, highlighting their potential significance in forensic investigations.
Chemistry Learning Anxiety Profile of Phase E Students of Public Senior High School in Sleman Regency Hindun Hindun; Heru Pratomo
Indonesian Journal of Chemical Education Vol. 1 No. 1 (2024): JULY 2024
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v1i1.73891

Abstract

Chemistry is still considered a subject that is difficult for some students to understand, thus triggering chemistry learning anxiety or chemophobia. This research aims to analyze the level of anxiety in studying chemistry in tenth-grade students at public senior high schools in Sleman Regency in participating in phase E chemistry learning. This quantitative research uses a survey method with a cross-sectional design. A total of 413 tenth-grade students from six public senior high schools in Sleman Regency were selected using cluster random sampling as the research sample. The instrument used is the chemistry learning anxiety scale, which consists of 50 statement items. The data results were analyzed using ideal assessment categories. The findings of this research revealed that students have low anxiety about studying chemistry in the phase E of chemistry learning. Low chemistry learning anxiety is a good asset for students to be able to follow and understand chemistry learning well in phase E and the following phases. Male students and students with good academic achievement tend to have lower chemistry learning anxiety than female students and students with less good academic achievement.
A questionnaire study on university students' awareness of forensic chemistry Raghda Makia; Khalid Zainulabdeen; Akram Al-Sabbagh; Alaa A. Rashad; Waled Abdo Ahmed; Eamd Yousif
Indonesian Journal of Chemical Education Vol. 1 No. 2 (2024): DECEMBER 2024
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v1i2.76915

Abstract

This article delves into the growing significance of forensic science within criminal investigations and court proceedings, focusing on the pivotal role of forensic chemistry. Forensic chemistry, a sub-discipline of forensic science, is critical in examining physical evidence, encompassing substances like drugs, explosives, and toxic compounds. However, despite the escalating demand for forensic chemists in the job market, the public's awareness and knowledge of forensic chemistry, including university students, remains inadequately explored. Through a questionnaire study, this article presents the results that elucidate the extent of awareness and knowledge regarding forensic chemistry among university students. Additionally, this research examines the attitudes and perceptions of university students towards forensic chemistry education and career opportunities. The implications derived from the findings of this study are profound and have far-reaching consequences, specifically concerning forensic chemistry education, career development, and the enhancement of public comprehension surrounding forensic science.
Analysis of Teacher Needs for A Contextual Chemistry Module Based on Multiple Representation Integrated Islamic Values in Hydrocarbon Materials Salma Salsabila; Nurfina Aznam
Indonesian Journal of Chemical Education Vol. 1 No. 2 (2024): DECEMBER 2024
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v1i2.81342

Abstract

This research aims to analyze the need for the development of a contextual chemistry module based on multiple representations integrated with Islamic values in hydrocarbon materials. This research method is qualitative descriptive research with data collection techniques in the form of structured interviews using interview guidelines for chemistry teachers at Madrasah 'Aliyah. The data analysis technique used is Miles-Huberman Interactive Analysis with stages of data collection, data display, data reduction, and drawing conclusions. The research findings reveal: 1) The curriculum implemented in schools is the independent curriculum. 2) Most students show a lack of interest in chemistry, particularly in hydrocarbon topics. 3) Students' religious character has declined. 4) The integration of Islamic values in learning is suboptimal and teachers possess limited knowledge of scientific developments. 5) No learning resources based on multiple representations and integrated with Islamic values are available. Based on the needs analysis conducted, a chemistry module with a contextual approach based on multiple representations integrated with Islamic values in hydrocarbon materials can be developed.
Analysis Of Ethnoscience Integrated Chemistry E-Modules On Reaction Rate Material To Strengthen Chemical Literacy Of High School Students Rina Nugraheni; Heru Pratomo
Indonesian Journal of Chemical Education Vol. 1 No. 1 (2024): JULY 2024
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v1i1.81347

Abstract

The fading national identity has led to the need for ethnoscience-based learning. Chemistry is one of the subjects in high school. One of the materials that is considered difficult for students is the reaction rate. The same learning media makes learning uninteresting and boring. This study aims to explore the needs of teachers and students for the development of teaching materials in the form of e-modules integrated with ethnoscience on the reaction rate material which is expected to strengthen students' chemical literacy. This research method is an exploratory survey. Data were obtained through interviews with teachers and semi-open questionnaires with students. The study was conducted on 5 teachers and 15 students from three different high schools in Yogyakarta City. The results of the analysis of grade XI students showed that 93.3% of students needed an ethnoscience-integrated chemistry module because it helped understanding, getting to know ethnoscience, was interesting, not boring, and made it easier, while teachers hoped that the reaction rate module developed was related to everyday life and interactive.
Analysis of Socio-Scientific Issues in Chemistry Textbooks for Form IV and V in Malaysia Fadhila Nisaulmuna; Antuni Wiyarsi
Indonesian Journal of Chemical Education Vol. 1 No. 1 (2024): JULY 2024
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v1i1.81355

Abstract

Malaysia as one of the countries that has integrated STEM in its education curriculum has a close relationship with SSI-based learning. Students' understanding of SSI is influenced by all important components in supporting the implementation of the learning process, one of which is the textbook. This study aims to compare the number of occurrences of SSI topics based on the level and stage of presentation between level IV and V chemistry textbooks in Malaysia. This qualitative research uses documentary method with descriptive content analysis design. A total of 2 level IV and V textbooks were selected using purposive sampling as data sources. The instrument used was a tabular coding analysis sheet consisting of two focuses of study, namely the level and stage of presentation. The coding results were then analyzed using the delphi technique with 2 expert lecturers. The findings in this study revealed that the number of SSI occurrences in chemistry textbooks level IV and V in Malaysia in terms of topics was 71 data. The book that has a higher occurrence of SSI topics is level IV chemistry textbooks. The number of SSI occurrences in terms of the most presentation stages as material is 37 data, the presentation level in the form of N/A is 41 data, from the global SSI aspect is 51 data, from the chemical concept is 141 data, from the SSI dimension is 213 data, and in terms of other chemical concept mapping is 93 data.
Needs Analysis of Student Perception Scale Instruments on Chemical Learning Difficulties Sabrina Yulia; Sukisman Purtadi
Indonesian Journal of Chemical Education Vol. 1 No. 2 (2024): DECEMBER 2024
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v1i2.81465

Abstract

The learning process is the mental activity of individuals in communicating with their environment which is invisible but can be proven through behavioral transformation in a positive direction. In reality, there are several difficulties faced by students such as students who have undergone a deep learning process but still have difficulty achieving learning achievements at school. Learning difficulties experienced by students must be diagnosed by the teacher which aims to determine the situation of student learning difficulties. However, there are obstacles in the unavailability of complete instruments to measure student learning difficulties and teachers have a lack of understanding of the use of measurement instruments. The questionnaire instrument will help teachers in diagnosing students' learning difficulties. Before its development, a needs analysis stage is needed to adjust the characteristics of the instrument design according to the data in the field. The needs analysis using a questionnaire consists of 3 aspects (17 questions) with 7 chemistry teacher participants in Yogyakarta. The needs analysis questionnaire has been validated by chemistry learning experts. The results of the data were analyzed using descriptive qualitative by presenting data or answers calculating frequencies and percentages. It was concluded that the development of a student perception scale instrument on chemistry learning difficulties has an urgency that is quite important because of the limitations or unavailability of these measurement instruments.
Systematic Literature Review: Students' Scientific Argumentation Skills in Chemistry Learning Luthfia Satyaloka; Regina Tutik Padmaningrum
Indonesian Journal of Chemical Education Vol. 1 No. 2 (2024): DECEMBER 2024
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v1i2.81473

Abstract

Developing argumentation skills through learning activities needs to be done with the aim that students can provide rational explanations accompanied by the right reasons. Argumentation skills guide students in including evidence, facts and the right theory to support statements to solve a problem. The topic of scientific argumentation skills is important to research. This study aims to identify, evaluate, and review articles from 2014 - 2024 that have the topic of scientific argumentation skills. The method used in this research is Systematic Literature Review (SLR) with supporting questions, namely, factors that affect students' scientific argumentation skills. This research provides an overview of the condition of students' scientific argumentation skills in chemistry learning. The low argumentation ability of students is caused by several factors including students' understanding of the material tested, students' lack of involvement in activities that contain argumentation, cognitive skills and students' experience. 
Analysis of Teacher's Needs for the Contextual-Based Reaction Rate E-module Integrated with Islamic Values Badiatul Masngudah; Nurfina Aznam
Indonesian Journal of Chemical Education Vol. 1 No. 1 (2024): JULY 2024
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v1i1.81498

Abstract

E-modules as learning support function to facilitate students' understanding in order to obtain meaningful learning. This study aims to explore teachers' needs for contextual-based e-modules integrated with Islamic values in the reaction rate material. The method used is an exploratory survey with a semi-open questionnaire technique, then the results obtained are analyzed using content analysis. The results of the study showed that participants still had difficulty finding sources/media that integrate Islamic values in chemistry material, especially reaction rate material. This makes contextual-based e-modules integrated with Islamic values in reaction rate material important to be developed as chemistry learning media. This e-module can help participants in preparing learning media. Thus, it can be seen that overall it is still necessary to develop contextual-based e-modules integrated with Islamic values in reaction rate material.
Analysis of green chemistry content in form IV and V high school chemistry textbooks in Malaysia Aura Heidya Septa; Antuni Wiyarsi
Indonesian Journal of Chemical Education Vol. 2 No. 1 (2025): JULY 2025
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v2i1.81511

Abstract

Malaysia is one of the countries that has integrated the STEM (Science, Technology, Engineering, and Mathematics) approach in its education curriculum since 2017, to prepare young people with 21st century skills. In the context of chemistry education, Malaysia also applies the concept of Green Chemistry to encourage environmental awareness and improve science literacy through materials relevant to global sustainability issues. This study examines the integration of Green Chemistry principles in Level IV and V high school chemistry textbooks in Malaysia. Utilizing a qualitative descriptive content analysis, the study focuses on six themes: Green Chemistry principles, application fields, presentation stages, presentation levels, locality aspects, and related chemistry concepts. Analysis of the textbooks revealed that seven out of twelve Green Chemistry principles are integrated, with "Preventing Potential Accidents" appearing most frequently (56.52%), followed by "Waste Prevention" (14.50%). The application fields of Green Chemistry predominantly cover health (50.73%) and environmental issues (28.99%). Presentation stages emphasize content deepening (52.17%) and core materials (21.74%), while presentation levels are largely explicit (52.17%), enhancing conceptual clarity. However, locality aspects are underrepresented, with global contexts dominating (92.75%) over local ones (7.25%). The integration of related chemistry concepts includes "Acid and Base" (26.09%) and "Organic Compounds" (18.84%) as the most frequent. Despite the significant integration of Green Chemistry, the study highlights gaps in contextual representation and recommends future research focus on enhancing the relevance of textbook content to local and global environmental issues.

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