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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 Socio-Scientific Issues-Based Learning Modules to Train Students' Creative Thinking Skills in Nanotechnology for Grade X Senior High School/MA Mimi Herman; Miftahul Jannah
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 test the validity and practicality of socio-scientific issues-based learning modules to train students' thinking skills in nanotechnology. The method used in this study was Research and Development (R&D) using the 4-D development model. The test subjects were students in class X E4 at SMA Negeri 2 Batusangkar. The data analysis technique was a validity and practicality test of the respondent questionnaire. The results showed that the validity of the material in the learning module based on socio-scientific issues was 87% and the language validation was 81%. The results of the practicality test from the respondent questionnaire were 95% and the level of students' creative thinking was 84%. Based on the results of the study, it can be concluded that the learning module based on socio-scientific issues to train students' creative thinking skills is very valid and very practical to use.
Critical Reasoning in Chemical Bonding: A Study of Students’ Responses to Higher-Level Thinking Questions Dwi Melani Putri; Hartono Hartono
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Critical Reasoning in Chemical Bonding: A Study of Students’ Responses to Higher-Level Thinking Questions. Purpose: To analyze students' critical thinking skills in solving HOTS questions on chemical bonding and identify the dominant Ennis indicators. Method: This quantitative descriptive study involved 34 students at SMA Srijaya Negara Palembang (2025/2026) selected via purposive sampling. Data were collected through 8 HOTS essay items and interviews. Findings: Achievement in providing simple explanations reached 73.40%, concluding 68%, and providing further explanations 61%, all in the moderate category. The overall average score was 67.47% (moderate). Conclusion: Students' critical thinking skills in chemical bonding are categorized as moderate, with "providing simple explanations" as the most dominant indicator.
Analysis of Student’s Critical Thinking Skills In Solving High Order thinking Skill (HOTS) Problems On Atomic Structure Material yanti denia; 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

 21century education demands mastery of critical thinking skills as part of higher order thinking abilities. The Merdeka Curriculum was introduced to address these demands however, students’ critical thinking skills in solving Higher Order Thinking Skills (HOTS) problems have not yet been comprehensively measured. This study aims to analyze students’ critical thinking skills in solving HOTS problems on atomic structure topics. This research employed a mixed-methods approach with a QUAN-Qual design. Data were collected through HOTS based cognitive tests and interviews. The analysis of critical thinking skills was based on Facione’s indicators, including interpretation, analysis, evaluation, and inference. The results showed that students’ critical thinking skills reached 62% (good) for interpretation, 61% (good) for analysis, 59% (moderate) for evaluation, and 64% (good) for inference. These findings indicate that students’ critical thinking skills are generally at a good level; however, improvement is still needed, particularly in the evaluation aspect, through more innovative and HOTS-oriented learning approaches.
Development of E-LKPD Based on Guided Inquiry on Electrolyte and Non-Electrolyte Solution Material for Grade XII Senior High School shafira khoirunnisa; M. Hadeli L; Eka Ad’hiya
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 14 No. 3 (2025): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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This study was conducted with the aim of producing a guided-inquiry–based E-LKPD suitable for the topic of electrolyte and nonelectrolyte solutions for Grade XII high school students, and which meets the criteria of being valid, practical, and effective in supporting learning activities. The development of the E-LKPD followed the ADDIE model, but was limited only to the development stage. In addition, the development process was integrated with Tessmer’s formative evaluation stages, which include self-evaluation, expert review, one-to-one evaluation, small-group evaluation, and field testing. The validation results from the expert review stage showed that the pedagogical aspect obtained a score of 0.83 (high category), the material aspect 0.83 (high category), and the design aspect 0.88 (high category). The average validation score across the three aspects was 0.84, which falls into the high category. The practicality of the product was rated very practical, with an average percentage of 98.41% in the one-to-one evaluation stage and 98.94% in the small-group evaluation stage. Meanwhile, regarding effectiveness in the field test stage, the N-Gain calculation showed a value of 0.84, which is categorized as high.
Digital Health Literacy and Cognitive Learning Outcomes Among Pre-Service Primary School Teachers in Indonesia Elinda Rizkasari; Prima Trisna Aji; Arief Shofyan Baidhowy
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 14 No. 3 (2025): Jurnal Pendidikan dan Pembelajaran Kimia
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Objectives: This study aims to examine the relationship between digital health literacy and cognitive learning outcomes among pre-service primary school teachers in Indonesia. Methods: A quantitative approach with a correlational design was employed. The population consisted of all students enrolled in the Primary School Teacher Education (PGSD) Program at Universitas Slamet Riyadi, Surakarta. A proportionate stratified random sampling technique was used, and a total of 30 students participated as respondents and completed the research instruments. Digital health literacy was measured using the Digital Health Literacy Instrument (DHLI), while cognitive learning outcomes were obtained from official academic records of core courses. Findings: Descriptive analysis showed that the mean score of students’ digital health literacy was 95.27 (SD = 3.41) with a score range of 90-100. The mean score of cognitive learning outcomes was 94.83 (SD = 3.42) with a score range of 90-99. The results of the Pearson correlation test indicated that there was no significant relationship between digital health literacy and cognitive learning outcomes (r = -0.03; p = 0.893). Similarly, the Spearman rho test confirmed the absence of a significant association (ρ = -0.08; p = 0.686). These findings suggest that, statistically, there is insufficient evidence to conclude a relationship between the two variables within the context of this study. Conclusion: Although the statistical tests did not show a significant relationship between digital health literacy and cognitive learning outcomes, the high mean scores on both variables indicate that the students demonstrated good levels of digital health literacy as well as strong cognitive learning outcomes. Future studies involving larger samples and additional relevant variables are recommended to obtain a more comprehensive understanding of the factors influencing cognitive learning outcomes among pre-service primary school teachers.  
The Effectiveness of PowerPoint-Assisted Redox Learning: A Quasi-Experimental Study with Independent Pretest–Posttest Samples in Grade XII Students Mukti Inayati; Fitria Fatichatul Hidayah
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Kimia
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Abstract: The Effectiveness of PowerPoint-Assisted Redox Learning: A Quasi-Experimental Study with Independent Pretest–Posttest Samples in Grade XII Students. Objectives: This study examined the effectiveness of PowerPoint (PPT)-assisted instruction on Grade XII students’ learning outcomes in redox reactions by comparing achievements between pretest and posttest respondent groups. Methods: A quantitative quasi-experimental approach with an independent pretest–posttest design was employed. Participants were Grade XII students (population 36) with 33 respondents completing the pretest and 24 respondents completing the posttest. The instrument was a Google Form-based redox concept test (0–100). Data were analyzed using the Mann–Whitney U test (α = 0.05) and effect size was calculated using r=∣Z∣/​.Findings: The posttest group showed a higher mean rank (35.69) than the pretest group (24.14). The Mann–Whitney test indicated a significant difference between groups (U = 235.500; Z = −3.152; p = 0.002, two-tailed). The effect size was r ≈ 0.42, indicating a medium-to-large effect.Conclusion: PPT-assisted redox learning was associated with significantly better posttest performance and a practically meaningful effect. However, because pretest and posttest respondents were not identical, results should be interpreted as a comparison of two independent respondent groups before–after instruction.
Implementation of Socio-Scientific Issues (SSI) in Improving Chemical Literacy of Senior High School Students: A Systematic Literature Review Ruth Tamarista Nadapdap; Tiona Christian Br Silitonga; I Wayan Redhana
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Implementation of Socio-Scientific Issues (SSI) in Improving Chemical Literacy of Senior High School Students: A Systematic Literature Review. This systematic literature review aims to analyze the implementation of the Socio-Scientific Issues (SSI) approach in senior high school chemistry learning and its impact on improving students’ chemical literacy. The review followed the PRISMA guidelines by analyzing 20 peer-reviewed national and international journal articles published between 2015 and 2025. Relevant studies were selected based on inclusion and exclusion criteria focusing on SSI implementation in chemistry learning and its relationship with students’ chemical literacy. The findings indicate that the SSI approach is implemented through various learning models, including the Learning Cycle 5E, guided inquiry, and project-based learning, using real-world issues such as waste management, environmental pollution, alternative energy, and addictive substances. The implementation of SSI consistently improves students’ chemical literacy in conceptual, epistemic, and affective dimensions. In addition, SSI-based learning enhances critical thinking skills, scientific argumentation, evidence-based decision making, and social awareness. Learning media such as SSI-based modules and e-modules are reported to be valid, practical, and effective in increasing students’ motivation and active participation. However, several challenges remain, particularly related to teachers’ readiness, limited instructional time, and the availability of contextual learning resources. Overall, the SSI approach is effective in fostering multidimensional chemical literacy and supporting context-based chemistry learning aligned with 21st-century educational goals. Further research is recommended to explore more diverse SSI contexts and to develop comprehensive chemical literacy assessment instruments.  
The Effect of Cooperative Learning on Improving High School Students' Chemistry Learning Outcomes in Indonesia: Systematic Literature Review Friska Nathalia Br S. Brahmana; Komang Treasia Maharani; I Wayan Redhana
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract: The Effect of Cooperative Learning on Improving High School Students' Chemistry Learning Outcomes in Indonesia. Objectives: This study aims to analyze the application of the Cooperative Learning model in chemistry learning in Indonesian high schools and its effectiveness on student learning outcomes. Methods: The study was conducted using the Systematic Literature Review (SLR) method based on the PRISMA guidelines with data sources from Google Scholar, SINTA, Garuda, and Scopus for the period 2015–2025. Of the 126 articles found, 20 articles met the inclusion criteria for further analysis. Findings: The results showed that cooperative learning consistently had a positive impact on students' cognitive learning outcomes, motivation, activity, and science process skills. The STAD model was the most dominant type used and provided the highest learning outcome improvement (30–35%), followed by Jigsaw (25–30%), TAI, Cooperative Script, GI, and CRH. Conversely, the Rotating Trio Exchange model showed low and inconsistent effectiveness. The publication trend graph shows a significant increase in research in the 2017–2025 period. The successful implementation of Cooperative Learning is influenced by the teacher's ability to manage groups, the availability of learning media, and the readiness and heterogeneity of students. Conclusion: Thus, Cooperative Learning, especially the STAD and Jigsaw models, has been proven to be relevant and effective in improving the quality of chemistry learning in high schools.
Instructional Approaches for Fostering Self-Regulated Learning in Chemistry Education: A Systematic Literature Review Munawwarah Munawwarah; Hastuti Agussalim
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Kimia
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This study aims to identify and analyze instructional approaches used to foster self-regulated learning (SRL) in chemistry education through a systematic literature review (SLR). The review followed the PRISMA guidelines by initially collecting 100 articles from multiple academic databases, including Scopus, Web of Science, ERIC, and Google Scholar. After removing duplicates, 98 records remained and were screened based on titles and abstracts, resulting in 60 relevant studies. These articles were further assessed through full-text evaluation using predefined inclusion and exclusion criteria, leading to the final inclusion of 40 studies for analysis. The data were analyzed using a thematic synthesis approach to categorize instructional strategies and the SRL components they address. The findings reveal that instructional approaches in chemistry education can be classified into six main categories: metacognitive-based instruction, problem-based learning, technology-enhanced learning, assessment-based approaches, flipped classroom models, and cognitive tools. Among these, metacognitive-based instruction emerged as the most dominant approach, primarily supporting the monitoring and evaluation phases of SRL. However, the analysis indicates that the planning phase of SRL remains underrepresented across the reviewed studies. These results highlight an imbalance in the implementation of SRL in chemistry education, where reflective processes are emphasized more than proactive learning planning. Therefore, more integrated instructional designs are needed to explicitly support all phases of SRL, including planning, monitoring, and evaluation. This study contributes to the field by providing a thematic synthesis of instructional approaches and identifying key research gaps for future research.
The Effect of PhET Interactive Simulation Media Based on the STEM Approach on Students’ Learning Outcomes on Acid–Base Material in Grade XI Senior High School Enjelina Sihombing; Marini Damanik
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Kimia
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The Effect of PhET Interactive Simulation Media Based on the STEM Approach on Students’ Learning Outcomes on Acid–Base Material in Grade XI Senior High School. This study aimed to determine the effect of PhET Interactive Simulation media based on the STEM approach on students’ learning outcomes and the improvement of learning outcomes on acid–base material. This research was a quasi-experimental study using a pretest– posttest control group design. The population consisted of all students of class XI MIPA at SMA Negeri 4 Medan. The sample was selected using purposive sampling, consisting of two classes with a total of 68 students, namely the experimental class and the control class. Data were obtained through a learning outcomes test and analyzed using a normality test, a homogeneity test, an independent sample t-test, and N-Gain analysis. The results showed that the average posttest score of the experimental class was 85.06, while the control class was 77.88. The hypothesis test showed a significance value of 0.000 < 0.05, indicating that the use of PhET Interactive Simulation media based on the STEM approach has a significant effect on students’ learning outcomes on acid–base material. The N-Gain analysis also showed that the experimental class achieved a high category improvement, while the control class was in the medium category.

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