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Erfan Priyambodo
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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 Authors are encouraged to submit complete original and unpublished works, which are not under review and considered to be publish in any other journals.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 25 Documents
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Bibliometric-Based Needs Analysis of Comic-Based Multiple Representation Learning Media on Thermochemistry Avra Buana Larasati; Isana Supiah Yosephine Louise
Indonesian Journal of Chemical Education Vol. 3 No. 1 (2026): JULY 2026
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v3i1.92644

Abstract

Thermochemistry presents considerable learning challenges because students must simultaneously interpret energy changes at the particle level and relate them to observable phenomena and symbolic notations. Such cognitive complexity often leads to low motivation and difficulties constructing coherent conceptual understanding. In alignment with the Merdeka Curriculum, learning media in chemistry should therefore emphasize visual clarity, contextual learning experiences, and active student engagement. However, instructional comics that are widely used in classrooms typically highlight narratives and illustrations without fully accommodating the integration of macroscopic, submicroscopic, and symbolic representations. This study aims to identify research needs for the development of comic-based multiple representation learning media in Thermochemistry by examining publication trends in recent chemistry education research. A bibliometric approach was applied to analyze 295 scientific articles using keyword co-occurrence mapping in VOSviewer. The results show that Thermochemistry, multiple representations, learning media, and educational comics are recurring topics of interest, yet they tend to appear in separate thematic clusters with minimal conceptual linkage. These patterns indicate that research integrating the four domains remains limited. Thus, the findings provide strong justification for the future development of comic-based learning media that explicitly support representational transitions to enhance students’ conceptual understanding of Thermochemistry.
Analysis of Undergraduate Students' Awareness of Chemical Laboratory Extraction Methods Khalid Zainulabdeen; Muna Bufaroosha; Raghda Alsayed; Mustafa Abdallh; Marwa Fadhil; Thura Alyasiri; Eamd Yousif
Indonesian Journal of Chemical Education Vol. 3 No. 1 (2026): JULY 2026
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v3i1.95429

Abstract

Laboratory education is a key part of undergraduate chemistry programs, linking theoretical concepts with hands-on practice. In this practical context, separation science remains vital; in fact, extraction methods are crucial for various purposes, including pharmaceutical analysis and environmental surveillance. This study presents an academic and professional analysis of questionnaire data collected from undergraduate students regarding their awareness of chemical laboratory extraction methods. The analysis focuses on interpreting responses to each question, identifying potential correlations among students' understanding of different concepts, and supporting these interpretations with relevant academic references.
The Influence Of Problem-Based Learning On Student’s Critical Thinking Skills In Chemical Equilibrium Fatih Enzati Sayoga Wardana; Nurfina Aznam
Indonesian Journal of Chemical Education Vol. 3 No. 1 (2026): JULY 2026
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v3i1.91206

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.
Profile of Critical Thinking Skills of Grade XI Students on Chemical Bonding Material Kinanti Amalina; Susila Kristianingrum
Indonesian Journal of Chemical Education Vol. 3 No. 1 (2026): JULY 2026
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v3i1.92597

Abstract

This study aims to determine the critical thinking skills of high school students in grade XI in the subject of chemical bonding. The type of research used is quantitative descriptive with a population of 107 students in grade XI IPA, consisting of classes XI A, XI B, and XI C. The research instrument is an essay test consisting of 11 questions compiled based on critical thinking skill indicators. The data were analyzed using descriptive statistics in the form of percentages and categorized into five levels. The results showed that class XI A was dominated by the high (33.3%) and very high (30.5%) categories, class XI B had a distribution in the very high category (33.3%) but also quite large in the low category (27.7%), while class XI C was mostly in the low (34.2%) and very low (31.4%) categories. Analysis of critical thinking aspects shows that the highest achievement is in the aspect of providing simple explanations, while the lowest achievement is in the aspects of summarizing and providing further explanations
A Needs Analysis for the Development of E-Assessment in Sustainable Chemistry Project-Based Learning Muhammad Rakhay Rahmadhani Nuringtyas Purnomo; Rr. Lis Permana Sari
Indonesian Journal of Chemical Education Vol. 3 No. 1 (2026): JULY 2026
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijce.v3i1.92603

Abstract

The purpose of this study was to analyze the needs of high school chemistry teachers in Bantul, Yogyakarta, regarding the development of an LMS-based e-assessment design for evaluating chemistry learning projects oriented toward the values of the Sustainable Development Goals (SDGs). The research subjects consisted of five chemistry teachers selected using purposive sampling. Data were collected through open-ended questionnaires and semi-structured interviews, then categorized into four main themes: the implementation of Project-Based Learning (PjBL), the integration of SDG-related values and skills, project assessment systems, and the use of Learning Management Systems (LMS). The results indicate that all teachers had implemented PjBL and integrated SDG values into chemistry learning; however, the implementation was not yet fully systematic. Project assessments were still conducted manually, resulting in challenges related to time efficiency and the provision of individualized feedback. Approximately 60% of the teachers had used LMS platforms, but their utilization remained limited to administrative tasks and grade input. These findings highlight the need to develop an LMS-based e-assessment design that is simple, efficient, and capable of assessing both cognitive and non-cognitive aspects of students' SDG-oriented chemistry projects.

Page 3 of 3 | Total Record : 25

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