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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 77 Documents
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Intertextual Learning Strategy Development Using POE Model on Electrolysis Cell Material to Improve Students’ Concept Mastery and Science Process Skills Teni Dwi Yanti; Tuszie Widhiyanti; Rosyidah Syafaatur Rohmah
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Kimia in Progress
Publisher : Universitas Lampung

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Intertextual Learning Strategy Development Using POE Model on Electrolysis Cell Material to Improve Students' Concept Mastery and Science Process Skills. This study aims to produce an intertextual learning strategy using the POE model on the electrolytic cell topic to improve students' conceptual mastery and science process skills (SPS). The method refers to the first five stages of Borg & Gall's R&D model: research and information gathering, planning, preliminary product development, preliminary product testing, and preliminary product revision. The research instruments consist of five suitability review sheets assessing the alignment among the learning objective trajectory (LOT), learning outcomes (LO), SPS indicators, concept descriptions, and learning activities. The learning strategy was designed by integrating the intertextual approach into the POE model syntax, systematically connecting macroscopic, submicroscopic, and symbolic levels of chemical representation through prediction, observation, and explanation. Based on review by six experts, inconsistencies were identified across several components, serving as the basis for comprehensive revision. The revised product is a four-cycle learning strategy covering the electrolysis of molten compounds using inert electrodes, electrolysis of solutions using inert electrodes, electrolysis of solutions using non-inert electrodes, and electrolysis applications in daily life and industry, each supplemented with quantitative aspects of Faraday's Law and designed with conceptually and pedagogically aligned SPS indicators, concept descriptions, and learning activities
Effectiveness of The Discovery Learning Model based Ethnoscence Tempoyak on Acid Base Subject to Improving Student's Critical Thinking Skills Reni Junisa; Sunyono; Gamilla Nuri Utami
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Kimia in Progress
Publisher : Universitas Lampung

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The aim of this study is to analyze the effectiveness of the discovery learning model, which is grounded in Tempoyak ethnoscience, in the context of acids and bases, with regard to fostering critical thinking among students. The study was conducted with 11th-grade students at SMA Muhammadiyah 2 Bandar Lampung during the 2025/2026 school year, with class XI A selected as the experimental group and class XI D as the control group. These groups were determined through a cluster random sampling. A quasi-experimental method with a pretest and posttest design was used for the control group. Data analysis was performed using n-Gain, the t-test for independent samples, and the calculation of effect sizes. The results show that the mean n-Gain values for the experimental and control classes are 0.41 and 0.35, respectively. The t-test for independent samples reveals a significant difference between the two groups, while the effect size of 0.95 indicates a substantial effect. Thus, the discovery learning model based on ethnoscience Tempoyak regarding acids and bases proves effective in improving students’ critical thinking skills.
Development of an Augmented Reality-Assisted E-Module as an Interactive Visualization Medium for Atomic Model Development Concepts Faiza Anindya Putri; Bayu Saputra; Annisa Meristin
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Kimia in Progress
Publisher : Universitas Lampung

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Atomic model development is considered an abstract topic, making it difficult for students to understand. One approach to facilitating the visualization of these concepts is the use of an Augmented Reality (AR)-assisted e-module. This study aimed to describe the validity, practicality, and effectiveness of an AR-assisted e-module on atomic model development concepts for tenth-grade senior high school students. The study employed a Research and Development (R&D) method using the 4D model (Define, Design, Develop, and Disseminate), which was limited to the Develop stage. Product validity was assessed through evaluations by material and media experts. Practicality was measured using teacher perception questionnaires, student response questionnaires, and learning implementation observation sheets. Effectiveness was determined based on the N-gain score. The research participants were students of class X.1 at SMA Negeri 1 Abung Semuli. The results showed that the e-module achieved validity percentages of 90.75% from material experts and 90.00% from media experts, both categorized as very valid. The practicality assessment yielded percentages of 96.20% from teachers, 89.85% from students, and 89.28% from learning implementation observations, all categorized as very practical. The effectiveness of the e-module was indicated by an N-gain score of 0.43, which falls into the moderate category. Based on these findings, the developed AR-assisted e-module is considered valid, practical, and effective, making it suitable for use as a chemistry learning medium on atomic model development concepts.
Development of Guided Discovery Learning-Based Reaction Rate Student Worksheets Integrated with Ethnoscience to Support Deep Learning Alya Fitri; Nofri Yuhelman
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Kimia in Progress
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Developing Guided Discovery Learning-Based Reaction Rate Worksheet Integrated with Ethnoscience Oriented to Deep Learning Principles. This study aims to develop a reaction rate student worksheet (LKPD) based on guided discovery learning integrated with ethnoscience, and to determine its validity and practicality in supporting deep learning principles at SMA/MA. This development research applied the 4D model (Define, Design, Develop, Disseminate). The subjects of this study were students of class XI F 2 at SMAN 16 Padang. Data were collected using preliminary study instruments (teacher interviews and student need questionnaires), validity instruments (expert validation sheets), and practicality instruments (teacher and student response questionnaires). The developed worksheet achieved a high validity score of V = 0,93 (valid category). The practicality tests by the teacher and students yielded scores of 93% and 84%, respectively, both falling into the highly practical category. Furthermore, the implementation of this worksheet successfully helped students improve their deep learning principles. The guided discovery learning-based reaction rate worksheet integrated with ethnoscience can be successfully developed using the 4D model, meets the valid criteria, is highly practical for chemistry learning, and effectively enhances students' deep learning principles.
Feasibility of Integrated AKM Instrument for Problem Solving on Reaction Rate Factors: Kelayakan Instrumen AKM Terintegrasi Penyelesaian Masalah pada Faktor Laju Reaksi. Dinda Putri Mugiani; Wiwi Siswaningsih; Febriati Dian Mubarokah
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Kimia in Progress
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Feasibility of Integrated AKM Instrument for Problem Solving on Reaction Rate Factors. This study aims to produce an integrated Minimum Competency Assessment (AKM) instrument for problem-solving skills in the sub-material of factors that influence reaction rate that are worthy of being reviewed in terms of validity and reliability.. The method used is development and validation. The participants involved were 4 lecturers and 1 teachers as validators and 35 grade XI students at one of Bandung's public high schools as respondents. The resulting product consists of 25 reading literacy questions and 5 numeracy literacy questions. The product is declared valid based on content validity, while empirically shows 20 valid questions and 10 invalid questions. All questions are declared reliable with details of reliability values ​​for questions with a maximum score of 1 being 0.59, questions with a maximum score of 2 being 0.75, and for questions with a maximum score of 4 being 0.82.
Needs Analysis of Chemistry Content and Context for Metal Casting Technology Competency in Vocational High Schools Ammar Nurhafitri Ningrum; Sjaeful Anwar; Muhammad Nurul Hana
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Kimia in Progress
Publisher : Universitas Lampung

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This research investigates the relevance of chemistry content and context for vocational high school students majoring in Metal Casting Technology to bridge the gap between the general science curriculum and practical industrial applications. Employing an evaluative approach, data were gathered through documentation studies, in-depth interviews, and expert reviews at SMK Negeri 4 Kota Sukabumi, and subsequently analyzed using Mayring’s Qualitative Content Analysis (QCA). The findings reveal 16 essential chemistry topics that are highly required by the industry but currently unaccommodated in the curriculum, such as precise material composition control, interfacial chemistry in mold coating, and the influence of alloy composition on metal microstructure. Based on these insights, a contextual teaching material outline was formulated to integrate chemical theory with the practical metal casting industry. The development of adaptive learning modules is crucial for enhancing curriculum alignment and boosting graduate workforce readiness.
Students’ Literacy, Numeracy, and Problem Solving Profile on Salt Hydrolysis Salma Hafizhah Az-Zahra; Wiwi Siswaningsih; Nahadi
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Kimia in Progress
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This study profiled eleventh-grade students' reading literacy, numeracy, and problem-solving competencies using a Minimum Competency Assessment (MCA) instrument on salt hydrolysis contextualized within SDG 6 (clean water and sanitation). The instrument, developed following an established framework for competency-based assessment design and judged content-valid by seven expert validators, comprised 24 items (17 reading-literacy, 7 numeracy) built around five SDG 6-themed stimulus texts, with problem-solving items mapped onto four aspects of engineering problem-solving. Responses from 34 students were analyzed descriptively using a standard MCA competency-level framework and percentage-based categorization. Students reached a Proficient aggregate level in both reading literacy (index 1.897) and numeracy (index 1.839), although numeracy was concentrated at the Basic level for 44.1% of students, revealing a gap between the aggregate index and the modal student experience. Across both groupings, Planning a Solution was consistently the weakest problem-solving aspect at every competency level, including among the most proficient students. Strong reading-literacy or numeracy performance does not straightforwardly translate into systematic, quantitatively grounded solution planning, indicating a structural gap that instruction on salt hydrolysis within an SDG 6 context should explicitly target.

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