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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 Authors are encouraged to submit complete original and unpublished works, which are not under review and considered to be publish in any other journals.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
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Development of ARSA (Augmented Reality Struktur Atom) Based on Android as an Independent Learning Resource for High School Students Irfansyah Nabilazuardi Pratama; Erfan Priyambodo
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.v1i2.82533

Abstract

This research aims to determine the characteristics, feasibility, and student responses to the Android-based ARSA as an independent learning resource for high school/Islamic high school (SMA/MA) students. The research method used is a mixed-methods approach with an exploratory sequential design. The data obtained includes qualitative descriptive data in the needs analysis, expert validation test, and peer reviewer feasibility test. For the feasibility test by reviewers and the student response test, qualitative data were converted into quantitative data using a Likert scale and then analyzed using ideal conversion guidelines to determine the feasibility of the product in each aspect and overall. The research results show that the ARSA learning resource has the following characteristics: it features interactive 3D visualizations of atomic models, can be used without an internet connection, and serves as an independent learning resource for SMA/MA students. The ARSA learning resource was declared feasible for use after adjustments were made based on comments/suggestions from prospective teachers as peer reviewers and chemistry teachers as reviewers. It was also declared suitable for use by students.
Fire: A dual force in chemistry – A safety culture questionnaire for chemistry students Wedad H. Al-Dahhan; Khalid Zainulabdeen; Shams A. Ismeal; Muna Bufaroosha; Emad Yousif
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.v2i1.83086

Abstract

The Chemistry Department constantly works to enhance students' safety awareness through courses, seminars, and symposiums. One of the most critical safety topics is fire safety guidelines. A questionnaire was prepared to assess the students' understanding of fires, and 127 undergraduate and postgraduate students in the Chemistry Department participated.  The questions were prepared and focused on essential topics within the topic of the fire, through which the extent of students' knowledge of the research topic can be accurately determined. The Chemistry Department needs to make more efforts to enhance the safety culture, even though the students' answers can be considered valuable information. The students' suggestions came mainly from their need for more practical practices, firefighting activities, and the implementation of evacuation plans.
Investigating the concept of chemical functionalization in forensic applications among pharmacy students: A questionnaire study Khalid W. Zainulabdeen; Alaa A. Rashad; Shams A. Ismeal; Muna Bufaroosha; Shaimaa A. Hussein; Omar Al-Tameemi; Ziad Fidil; Wedad H. Al-Dahhan; Rahimi M. Yusop; Emad Yousif
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.v2i1.83145

Abstract

Forensic science plays a crucial role in the criminal justice system by providing essential evidence and aiding the resolution of crimes. One significant aspect of forensic science is functionalizing pharmacology, which involves the analysis of drugs and their metabolites in biological samples to ascertain their origins and potential effects. It is imperative for future healthcare professionals, particularly pharmacy students, to gain a comprehensive understanding of the functionalization of pharmacology in forensic science. However, there is a paucity of research on pharmacy students' current knowledge and comprehension in this specific domain. Hence, the present study aimed to utilize a questionnaire-based approach to explore pharmacy students' understanding of functionalizing pharmacology in forensic science. The primary objective of this investigation was to identify strengths and weaknesses within this cohort's knowledge base, ultimately offering recommendations for enhancing pharmacy education in this field.
The effect of environmental knowledge and attitudes on decision-making strategies contextualized Sustainable Development Goals (SDGs) in high school student Annisak Arum Rohmawati; Sukisman Purtadi
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.v2i1.85522

Abstract

This study aims to analyze the influence of environmental knowledge and attitudes on decision-making strategies with the context of Sustainable Development Goals (SDGs) among high school students in Sleman Regency. Data were collected using random sampling technique through a survey involving 291 students from public high schools in Sleman Regency using tests to measure environmental knowledge and questionnaires to assess environmental attitudes and decision-making strategies. Instrument validity was tested through theoretical and empirical validity. The results showed that all instruments were valid and reliable. Then, the results of further tests were analyzed using the Structural Equation Modeling (SEM) method which includes the measurement model (measurement model) and strucrutal model (structural model) stages. then analyzed using Structural Equation Modeling Partial Least Squares (SEM-PLS) with SmartPLS4 software. The results of the analysis showed that environmental knowledge (p = 0.744 > 0.05) and environmental attitudes (p = 0.375 > 0.05) did not have a significant influence on students' decision-making strategies.
Need analysis of green chemistry-based practicum guidelines incorporating local wisdom on redox topic Haritsma; Anti Kolonial Prodjosantoso
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.v2i1.87271

Abstract

Laboratory work in chemistry is crucial for students to develop their skills and enhance their understanding of chemical concepts. However, traditional laboratory methods often involve hazardous chemicals, posing risks to health and the environment. To address these concerns, integrating green chemistry principles and local wisdom into laboratory activities is necessary. This study explores the perspectives and needs of in-service chemistry teachers regarding practical work that incorporates green chemistry and local wisdom, specifically focusing on the redox topic. A qualitative approach was employed, using a semi-open-ended questionnaire to gather data from six in-service chemistry teachers. The questionnaire addressed six key aspects about practicum. The findings indicate that teachers recognize the importance of integrating green chemistry and local wisdom into practical activities, which enhances students' comprehension of chemistry concepts and promotes environmental sustainability and cultural appreciation. However, challenges such as limited resources, time constraints, and the need for appropriate materials remain. The study highlights the urgent need for developing laboratory instructions based on green chemistry and local wisdom, particularly for redox topics, to create a more relevant and effective chemistry education experience.
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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