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INDONESIA
Jurnal Pendidikan dan Pembelajaran Kimia (JPPK)
Published by Universitas Lampung
ISSN : 23021772     EISSN : 27149595     DOI : http://dx.doi.org/10.23960/jpk
Core Subject :
Focus and Scope Assessment and evaluation of chemistry learning Chemistry learning technology and innovation Chemistry learning based on Problem Solving, SiMaYang, PJBL, Didactic, Lesson Study, Discovery Learning, etc. HOT-based chemistry learning Inquiry-based learning includes inquiry, structured, controlled and guided strategies. Integrated chemistry learning The Scientific Approach includes the scientific method as an ongoing method; Blended learning
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Articles 57 Documents
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Development of E-Modules Based on PBL (Problem Based Learning) Integrated with STEM (Science, Technology, Engineering, Mathematic) on Thermochemistry Material Aprili Safitri Pardosi; Ratu Evina Dibyantini
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 14 No. 2 (2025): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

Development of E-Modules Based on PBL (Problem Based Learning) Integrated with STEM (Science, Technology, Engineering, Mathematic) on Thermochemistry Material. This study aims to determine the level of feasibility (validity) of the PBL-based e-module (Problem Based Learning) integrated with STEM (Science, Technology, Engineering, Mathematic) developed on Thermochemistry material. This type of research is development research using the 4D development model which consists of the define, design, develop, and disseminate stages, but is limited to the 3D model, namely develop. After processing the data on the validation sheet, the average validation of the material expert was 89% and the average validation of the media expert was 89% so that it was included in the very valid category. The research conclusion interpreted from the results of data processing obtained is that the PBL-based e-module integrated STEM on thermochemistry material developed is very valid or very feasible to use.
An Analysis of Students’ Science Process Skills in Learning Chemical Bonding Tri Luthfi Okta Fianaumi
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 14 No. 2 (2025): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

This study analyzes students’ science process skills in the topic of chemical bonding, aiming to assess the extent of their mastery in various skill aspects in Grade XI at SMA Negeri 1 Indralaya Utara. The research employed a quantitative approach with a descriptive design. The subjects were Grade XI students in the 2024/2025 academic year who were studying chemical bonding, while the object of the research was science process skills observation sheets. The results revealed that students demonstrated a very high level of science process skills across six measured indicators. The percentage of achievement in each aspect was as follows: observing skills (87%), making inferences or drawing conclusions (85%), predicting (89%), and communicating (89%). In addition, classifying skills reached 91%, and experimenting skills scored 86%, both of which were also categorized as very good. Overall, the average mastery of students' science process skills was 87%, indicating excellent performance. These findings suggest that students are capable of carrying out scientific activities such as observing, classifying, inferring, and effectively communicating experimental results, while also demonstrating an understanding of the relationships between variables during practicum activities.
Integration of STEAM Approach in Chemistry Learning to Develop Higher Order Thinking Skills (HOTS): Literature Review Muhammad Rifqi Zidan; Umi Nur Khamidah; Ifah Silfianah
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 14 No. 3 (2025): Jurnal Pendidikan dan Pembelajaran Kimia
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Abstract

The STEAM approach is regarded as highly relevant for fostering critical thinking skills while aligning with the characteristics of chemistry learning, which inherently demands the integration of concepts, experimentation, and real-life applications. Moreover, STEAM plays a strategic role in preparing essential 21st-century skills for students. This study aims to conduct a literature review on the integration of STEAM in chemistry education with a particular focus on the development of higher-order thinking skills (HOTS). The review was carried out using a literature study method guided by the PRISMA protocol and involved the analysis of 34 published articles within the period of 2018–2025. The findings indicate that higher-order thinking skills enhanced through the STEAM approach include critical thinking, creative thinking, decision-making, logical reasoning, reflection, metacognition, analysis, evaluation, creation, and problem-solving. The development of these skills can be facilitated either through the independent implementation of STEAM or through its integration with various innovative instructional models, such as Project-Based Learning (PjBL), Problem-Based Learning (PBL), Design Thinking, RADEC, Inquiry, Deep Learning, Gamification, and Blended Learning. Instructional tools that have been developed—such as Student Worksheets (LKPD), E-Worksheets (E-LKPD), and E-Modules—have been proven effective in supporting the enhancement of students’ HOTS.
Development of a PBL Integrated STEM (Science, Technology, Engineering, and Mathematics) E-Module on the Reaction Rate Topic Tasya Putri Haren Simanullang; Ratu Evina Dibyantini
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 14 No. 3 (2025): Jurnal Pendidikan dan Pembelajaran Kimia
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Abstract

This study aims to develop a Problem Based Learning (PBL) e-module integrated with Science, Technology, Engineering, and Mathematics (STEM) on the topic of Reaction Rate for Grade XI students at SMA Swasta Kartika I-2 Medan. The development model used in this research is the 4D model, which consists of four stages: Define, Design, Develop, and Disseminate; however, this research was limited to the Develop stage. The results showed that the PBL-based STEM-integrated e-module has a very high level of validity based on assessments from seven validators, consisting of three expert lecturers and four chemistry teachers. The material aspect obtained a feasibility percentage of 89.0%, and the media aspect obtained 87.4%, both categorized as very valid. Therefore, the reaction rate e-module based on the Problem-Based Learning (PBL) approach integrated with Science, Technology, Engineering, and Mathematics (STEM) can be further implemented in the trial phase of chemistry learning.
The The Effect of Inside Outside Circle Learning Model on Students' Critical Thinking Skills on Colloid Material Chintia Rhamandica; Faridatul Umami
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 14 No. 3 (2025): Jurnal Pendidikan dan Pembelajaran Kimia
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Abstract

This study focuses on educational resources in chemistry that emphasize colloids, a topic that many students find difficult to understand. The difficulties mainly stem from the highly theoretical nature of colloids, which requires hands-on experience and the ability to think critically. Despite this, teachers frequently rely on conventional methods during their lessons. One strategy to improve critical thinking skills is the use of the Inside Outside Circle learning model. The objectives of the study were (1) to examine how the Inner Outer Circle educational method influences students’ Analytical Reasoning related to colloid content, and (2) to gather students' opinions on the use of the Inside Outside Circle model in the context of colloid topics. This investigation used a quantitative method through a Quasi-experimental methods, particularly a design using a control group that is not equivalent. The method of sampling utilized was intentional sampling.The subjects of the study consisted of two groups: class XI IPA C functioned as the experimental group, whereas class XI IPA D served as the control group.The instruments utilized included lesson plans, student worksheets, assessment questions, and feedback surveys. Data collection involved a test for critical thinking abilities, which consisted of 8 multiple-choice questions and 9 essay questions that were validated for reliability, achieving scores of 0. 628 and 0. 691, both indicating high reliability, in addition to a student response survey. For the data analysis, tests for homogeneity and normality were first carried out, followed by hypothesis tests using the Mann-Whitney technique, and the N-Gain test was then conducted. The results of the hypothesis test that was performed (1) The Mann-Whitney test indicates that 0,000 < 0. 05. This indicates that the Inside Outside Circle learning approach has an impact on students' critical thinking abilities, and (2) the average score of student responses to the inner outer circle educational method on analytical reasoning abilities in the experimental classroom is 81%. The group that underwent the experiment showed a rise with an average N-Gain of 0. 541, placing them in the moderate range. In contrast, the control group had an increase with an average N-Gain of 0. 228, which is considered low. This indicates that the educational activities in the group under study is successful in improving critical thinking abilities.
The The Effect of Using Student Worksheets (LKPD) on Student Learning Outcomes in Cross-Interest Chemistry Subjects Salsabila Sifi Erlawina; Maefa Eka Haryani
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 14 No. 3 (2025): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

This research aims to find out whether there is a significant influence from the use of Student Worksheets (LKPD) on student learning outcomes in cross-interest chemistry subjects in class X of SMA Negeri 2 Indralaya Utara. In this study, it was divided into two classes into an experimental group (with Lavoisier LKPD with KPS) and control (normal LKPD). The data collection technique used consists of two main methods, namely the learning outcome test and the observation sheet. It was concluded that the use of Student Worksheets (LKPD) based on the Law of Lavoisier oriented Science Process Skills (KPS) had a significant effect on student learning outcomes in cross-interest Chemistry subjects in class X of SMA Negeri 2 Indralaya Utara. This was proven through the results of the Independent Samples T-Test which showed a significance value of 0.002 (< 0.05). These findings indicate that KPS-oriented LKPD is effective in increasing student active involvement, conceptual understanding, and achieving more optimal learning outcomes in accordance with the learning objectives of the Independent Curriculum.
Development of Liveworksheets-Based E-LKPD Using the Discovery Learning Model on Reaction Rate Topic for High School Students Chintya Eglesyes; Destria Roza
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 14 No. 3 (2025): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

This research aims to develop a Liveworksheets-based E-LKPD integrated with the Discovery Learning model on reaction rate material for Grade XI students and to determine its validity and practicality. This study employed a Research and Development (R&D) approach using the Four-D (4D) model, which consisted of the Define, Design, and Develop stages. The product was evaluated by one material expert and two media experts, while a limited field trial was conducted with 58 students at SMA Negeri 14 Medan. Data were collected using validation sheets and student response questionnaires and were analyzed descriptively. The results showed that the material expert gave a validity score of 88.7%, and the media experts gave 89.6%, resulting in an overall validity score of 89.15%, categorized as very valid. The limited field trial obtained a practicality score of 76.84%, indicating that the E-LKPD was practical and acceptable for classroom use. Students reported that the interactive features, structured Discovery Learning stages, and multimedia elements helped improve their understanding of reaction rate concepts. Overall, the developed E-LKPD is considered valid and practical, making it a suitable digital learning resource to support chemistry learning and enhance student engagement. Further research is recommended to implement the product on a larger scale to evaluate its effectiveness on learning outcomes
The Effect of Problem Based Learning Model on Learning Motivation and Student Learning Outcomes on Reaction Rate Material in Class XI SMA Pencawan Medan Adelina Monica Br Sebayang; Elfrida Ginting
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 14 No. 3 (2025): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

This study aims to determine the effect of the Problem Based Learning (PBL) learning model in increasing student learning motivation and learning outcomes on Reaction Rate material, as well as to determine the existence of a significant correlation between learning motivation and increased student learning outcomes in the PBL learning model. This research was conducted at SMA Pencawan Medan. The samples used were class XI-1 as the experimental class and class XI-2 as the control class. The instruments used in this study were test instruments in the form of multiple choice objective tests to see students' initial abilities obtained through pretests and student learning outcomes obtained through posttests. The results showed that there was an effect of the Problem Based Learning learning model on increasing student motivation and learning outcomes on reaction rate material. This can be seen from the results of the posttest hypothesis test obtained that Sig. (2-tailed) of 0.001 ≤α (0.05). The results of student learning motivation obtained that Sig. (2-tailed) of 0.000 ≤α (0.05). The relationship between motivation and student learning outcomes shows that the correlation is 0.968.
Development and Implementation of a Virtual High Performance Liquid Chromatography (HPLC) Laboratory to Enhance Learning Outcomes in Analytical Chemistry Diva Angelica Amanda Batubara Batubara; Manihar Situmorang
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 14 No. 3 (2025): Jurnal Pendidikan dan Pembelajaran Kimia
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Abstract

In the implementation of High Performance Liquid Chromatography (HPLC) learning, in addition to understanding the material, students must conduct practical work to effectively understand the system and operation of HPLC instrumentation. However, due to the limitations of facilities and access to physical laboratories for HPLC instrumentation, an innovative learning resource, namely the Virtual HPLC Laboratory, has been developed. This study aims to evaluate the improvement in student learning outcomes and motivation through the use of Virtual High Performance Liquid Chromatography (HPLC) laboratory media in HPLC learning. This research was conducted in the Chemistry Department of Universitas Negeri Medan during the even semester of the 2025 academic year. This study employs a Research and Development (R&D) approach with a 4D (Four-D) development model. The research sample consists of class PSKM 23 B as the experimental group and class PSKM 23 A as the control group, which were selected through total/saturation sampling method. The implementation of the Virtual HPLC Laboratory developed in this study has several findings, namely: (1) The developed virtual laboratory is effective for use in learning (2) The developed Virtual HPLC Laboratory meets the modified criteria of the National Education Standards Agency (BSNP) (3) The Virtual HPLC Laboratory effectively improves the learning outcomes of analytical chemistry separation (4) Through a two-sample t-test, it has been proven that there is an effect of using the Virtual HPLC Laboratory media on students' learning outcomes in teaching analytical chemistry separation (5) Through an independent sample t-test, it has been proven that there is a difference in students' learning outcomes who are taught using the Virtual HPLC Laboratory compared to those taught using student guide learning resources. (6) through the completion of a student learning motivation questionnaire, it can be concluded that the use of the Virtual HPLC Laboratory affects and enhances students' learning motivation in HPLC training.
Systematic Literature Review (SLR): The Effectiveness of Learning Models in Improving Students' Scientific Argumentation Skills in Chemistry Learning Juliana Zahwa; Najwa Fitri Desaspriya; Miterianifa Miterianifa
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Kimia
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Abstract

Systematic Literature Review (SLR): The Effectiveness of Learning Models in Improving Students' Scientific Argumentation Skills in Chemistry Learning. Scientific argumentation skills are an important component in chemistry learning that involves reasoning based on evidence, interpretation of experimental data, and science-based decision making. Therefore, this study aims to review the effectiveness of various learning models on student skills using the Systematic Literature Review method using the Google Scholar database, with the PRISMA framework. After an initial search, 5.510 articles were found. However, after going through the identification, screening, eligibility, and inclusion processes in this study, only articles published between 2020 and 2025 that were relevant to high school chemistry material were included. Thus, only 14 articles met the inclusion criteria. The SLR results showed that the scientific argumentation learning model through the Argument-Driven Inquiry approach was the most effective, demonstrating an increase in the quality of scientific arguments, critical thinking, and problem-solving skills of students in the subjects of acids and bases, buffer solutions, chemical equilibrium, and reaction rates. Cooperative ADI also provides a significant difference in improving students' argumentation skills compared to conventional inquiry. In addition, Inquiry and Guided Inquiry have been proven effective in improving students' chemistry literacy, Nature of Science, and scientific attitudes in electrolyte, stoichiometry, and redox materials. The conclusions of this SLR prove that the two inquiry and argumentation learning models make a positive contribution to the abstract relationship between chemistry material and student reasoning. Therefore, these findings are expected to form the basis for a pedagogical approach to chemistry education in order to sharpen students' scientific argumentation skills.

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