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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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The Effect of STEM-Based Media on Students Scientific Literacy Skills in Reaction Rate Topic Uni Sari; Gulmah Sugiharti
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 STEM-Based Media to Improve Students Science Literacy Skills on the Reaction Rate Topic. This study aims to analyze the effect of using STEM (Science, Technology, Engineering, and Mathematics)-based learning media on improving students' scientific literacy. The method used was a quasi-experiment with a two-group Pretest-Postest design. The sample was selected through a purposive sampling technique, data were collected through a science literacy test instrument and analyzed using a t-test (α 0.05)  and N-gain calculation. The results showed that the use of STEM-based media significantly improved students' scientific literacy with N-gain scores (0.7742) in the high category compared to the control class. It can be concluded that the integration of STEM-based virtual lab media is very feasible and effective as an innovative solution for visualizing complex chemical concepts. Based on the results of this study, it is recommended that the use of STEM media to optimize students' scientific competence in facing the development of science and technology    
Development of Socio-Scientific Issues-Based Learning Modules to Train Students' Critical Thinking Skills in Global Warming for 10 th Grade Senior High School/MA Indriani Savitri; Mimi Herman
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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This study aims to test the validity and practicality of socio-scientific issues-basedlearning modules to train students' critical thinking skills in global warming. The method used in this study was Research and Development (R&D) using the 4-D development model. The testsubjects were 35 students in class X.E1 at SMA Negeri 2 Batusangkar. The data analysistechnique was a validity and practicality test of expert validation sheets and respondentquestionnaires, as well as a three-tier critical thinking test. The results showed that the validityof the material in the learning module based on socio-scientific issues was 88%, constructvalidation was 100%, and language validation was 95%. The results of the practicality test fromteacher and student questionnaires were 86% and 93%, respectively. The level of students'critical thinking improved from 55% (fair) to 86% (very good). Based on the results of thestudy, it can be concluded that the socio-scientific issues-based learning module to trainstudents' critical thinking skills in global warming is very valid and very practical to use.
Integrating Project-Based Learning and Community Outreach for Science Communication “A Case Study in the Chemistry Project Course.”: Ratika Ssaputri; Ervina
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

21th century chemistry education requires students to master scientific concepts while developing science communication skills relevant to societal needs. However, the gap between theoretical classroom learning and its real-world application remains a significant educational challenge. This study aims to explore the implementation of the Project-Based Learning–Exhibition-Based Community Outreach (PjBL-ECO) model to enhance students’ content mastery and science communication skills. This research employed a qualitative approach with a case study design involving Tadris Kimia students enrolled in the Chemistry Project course. Data were collected through participant observation, in-depth interviews, documentation, and students’ written reflections. The data were analyzed using thematic analysis to identify patterns of meaning emerging from participants’ experiences. The findings revealed three major themes: the transformation of conceptual understanding through authentic experiences, the negotiation of meaning in science communication, and the development of professional identity and social awareness. These findings reflect a dialogic, reflective, and contextual learning process within academic and community settings. The study confirms that the PjBL-ECO model strengthens constructivist learning and science communication while supporting innovative curriculum development and enhancing public scientific literacy.   
Development of Education for Sustainable Development (ESD)-Based E-Module on the Topic of Biochar to Train Students’ Science Literacy Shilla Aulia Suhandi; Ali Kusrijadi; Asep Supriatna
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

Development of Education for Sustainable Development (ESD)-Based E-Module on the Topic of Biochar to Train Students' Science Literacy. This study aims to develop an e-module based on Education for Sustainable Development (ESD) on the topic of biochar to train students' science literacy. The research method employed the Design and Development (DDR) Type 1 approach, following specific project phases: analysis, design, development, and evaluation, including a limited pilot test. The study involved nine 11th-grade students at a high school in Bandung. Data were collected using validation sheets for the core text, practice exercises, evaluation questions, and student response analysis. The results indicate that the ESD-based e-module product on the topic of biochar is valid for instructional use. Furthermore, the student profile science literacy assessment revealed a good achievement level across all measured aspects of science literacy after using the e-module. The developed ESD-based e-module on the topic of biochar is a valid and effective tool that has significant potential to train students' science literacy in chemistry education.
Development of Interactive Google Sites-Based Learning Media to Improve Senior High School Students’ Understanding of Stoichiometry Mutiara Agustina Nst.; Rabiah Afifah Daulay; Dwy Puspita Sari; Mutia Ardila
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

Chemistry is one of the fields of science with abstract concepts and unique vocabulary. That is why chemistry is considered as one of the subject matter that is considered difficult. Stoichiometry is one of the chemistry materials that is considered difficult due to its abstractness. This study aimed to develop and validate an interactive web-based learning media using Google Sites to enhance students’ understanding of stoichiometry. The research employed a Research and Development (R&D) method, including needs analysis, design, development, and validation stages. Data were collected in qualitative and quantitative forms, with quantitative data obtained through validation questionnaires using a 5-point Likert scale. The validation involved two expert validators, consisting of media and material experts. The results showed a validity score of 89% from media experts and 90% from material experts, with an overall average of 90%, categorized as highly feasible. The developed media includes interactive features such as virtual laboratories, learning videos, and 20 online quiz questions. These findings indicate that the Google Sites-based learning media is valid and suitable for supporting chemistry learning, particularly in improving students’ engagement and understanding of stoichiometry.
Practicality of a Chemistry Science Teaching Module Based on Basic Concepts and Practical Applications for First-Year Biology Education Students Mohammad Ahdiat; Ila Rosilawati; M. Setyarini; Rabiyatul Adawiyah Siregar
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

Practicality of a Chemistry Science Teaching Module Based on Basic Concepts and Practical Applications for First-Year Biology Education Students, Chemistry learning for biology education students often encounters challenges due to abstract chemical concepts and the limited availability of teaching materials that integrate biological contexts, necessitating practical teaching modules tailored to student characteristics. Objective: This study aims to analyze the practicality level of the Chemistry Science teaching module “Chemistry for Beginners: Basic Concepts and Practical Applications” developed for first-year students of the Biology Education Study Program, FKIP, University of Lampung. Methods: This research employed a quantitative descriptive approach with 80 students from the 2024 cohort as subjects. The instrument was a practicality questionnaire covering nine closed indicators (Likert scale 1-4) and one open-ended suggestion item. Data were analyzed using descriptive percentage statistics and thematic analysis for open-ended suggestions. Results: The results showed that the teaching module achieved a very practical category with an average percentage of 86.4%. The highest indicators were font readability (92.5%) and suitability of material sequence with the lecture contract (91.3%). The three main student suggestions were adding more varied sample questions (45 respondents), explaining formula and symbol notations (28 respondents), and correcting typos (12 respondents). Conclusion: The Chemistry Science teaching module is declared very practical and feasible to use as a supporting teaching material. Improvement recommendations focus on enriching sample questions, compiling a glossary, and enhancing proofreading quality.
Design of an Electronic Worksheet Using a Problem-Based Learning Approach Oriented to ESD: Application of Buffer Concepts in the Cheese Industry to Train Students’ Scientific Literacy Nazwa Nur Afifah; Hernani; Asep Supriatna
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

Students’ science literacy in Indonesia remains relatively low and needs to be improved through contextual and meaningful learning. One approach that can be taken is to integrate Problem-Based Learning (PBL) and Education for Sustainable Development (ESD) into interactive teaching materials. This study aims to develop PBL-based e-worksheets integrated with ESD on the topic of buffer systems within the context of the cheese industry to enhance students’ science literacy. The method used is Design and Development Research (DDR), which includes the planning, production, and evaluation stages. The planning stage was conducted through a need analysis involving high school chemistry teachers, while the production stage involved the design and development of the e-worksheet, which was then validated by two lecturers and two chemistry teachers. The evaluation stage was conducted through a pilot test with 30 11th-grade high school students. The research results indicate that the developed e-worksheet possesses excellent quality, with a 100% feasibility rate across all evaluation aspects. Pilot test results show that students’ science literacy falls within the good to excellent categories, particularly regarding the ability to organize information, analyze data, and connect concepts to sustainability issues such as the SDGs and the circular economy. However, their ability to formulate problems and engage in deep scientific reasoning still needs improvement. Thus, this e-worksheet is deemed suitable for use and can foster science literacy through contextual, interactive, and sustainability-oriented learning.

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