Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo
Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo aims to advance knowledge, research, innovation, and professional practice in chemistry education. The journal provides an academic platform for researchers, lecturers, teachers, students, education practitioners, and policymakers to disseminate original and significant scholarly works addressing theoretical, empirical, methodological, and practical issues in chemistry teaching and learning. The journal is committed to promoting evidence-based educational practices, innovative instructional approaches, and the effective integration of science and technology into chemistry education. It also seeks to strengthen the connection between research findings and classroom practices across secondary schools, higher education institutions, and other formal or non-formal educational settings. The journal welcomes original research articles, review articles, development studies, case studies, and other scholarly works within the following areas: 1. Chemistry teaching and learning at secondary and higher education levels; 2. Curriculum development and curriculum implementation in chemistry education; 3. Innovative teaching strategies, methods, models, and approaches in chemistry learning; 4. Development and evaluation of chemistry learning materials, modules, worksheets, textbooks, and teaching resources; 5. Digital learning, multimedia, virtual laboratories, augmented reality, virtual reality, games, and other educational technologies in chemistry; 6. Laboratory-based learning, practical activities, experimentation, and inquiry-oriented chemistry instruction; 7. Assessment, evaluation, measurement, and learning outcomes in chemistry education; 8. Students’ conceptual understanding, misconceptions, problem-solving abilities, scientific literacy, critical thinking, creative thinking, and higher-order thinking skills; 9. Students’ motivation, self-efficacy, attitudes, interests, engagement, and other affective dimensions of chemistry learning; 10. Project-based learning, problem-based learning, inquiry-based learning, discovery learning, STEM education, and contextual learning in chemistry; 11. Chemistry teacher education, pre-service and in-service teacher professional development, pedagogical content knowledge, and teaching competencies; 12. Inclusive, differentiated, culturally responsive, and student-centered chemistry education; 13. Environmental chemistry education, green chemistry, sustainability education, local-potential-based learning, and socio-scientific issues; 14. Chemo-entrepreneurship and the application of chemistry education to everyday life, industry, community development, and sustainable economic activities; and 15. Policies, management, quality assurance, and contemporary challenges relevant to chemistry education. Through the publication of rigorous and relevant scholarly works, the journal is expected to contribute to the improvement of chemistry education quality, encourage collaboration among scholars and practitioners, and support the development of innovative learning practices at national and international levels.
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83 Documents
<![CDATA[Penerapan Model Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Hasil Belajar Kognitif Siswa Kelas X IPA di SMA Negeri 2 Kendari pada materi ikatan kimia ]]>
<![CDATA[Nur Azizah]]>;
<![CDATA[Fahyuddin]]>;
<![CDATA[Saefuddin]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 8 No. 2 (2023): Agustus 2023 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v8i2.23
<![CDATA[This study aims to find out the description of the cognitive learning outcomes of class X IPA students at SMA Negeri 2 Kendari on chemical bonding material using the guided inquiry learning model and conventional learning and to test the differences in students' cognitive learning outcomes between groups of students using the inquiry learning model guided by conventional learning. This research is a quasi-experimental research with a pretest-posttest control group design. The sample in this study was class X IPA 6 as the experimental class and class X IPA 7 as the control class. The data collection technique was carried out by giving the form of 20 multiple choice questions to determine students' initial abilities and giving a final test (posttest) to determine student learning outcomes. Based on the results of the descriptive analysis, the average value of the cognitive learning outcomes of the experimental class students was 82.77, which was higher than the control class, which was 70.97. This can also be seen from the average n-gain value, the n-gain value for the experimental class is 0.7 (high category) while the control class is 0.6 (medium category). Can be it is said that there is a difference in improving students' cognitive learning outcomes between classes taught by guided inquiry learning models and conventional learning.]]>
<![CDATA[Kelayakan LKPD Berorientasi Assessment For Learning (Afl) Untuk Meningkatkan Hasil Belajar Peserta Didik Pada Materi Larutan Penyangga ]]>
<![CDATA[Gita Theresa Ary Sudarsono]]>;
<![CDATA[Muchlis]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 8 No. 2 (2023): Agustus 2023 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v8i2.27
<![CDATA[This study aims to determine the feasibility of student worksheets to improve learning outcomes in buffer solutions. LKPD feasibility in terms of validity, practicality, and effectiveness. This development research uses the Borg and Gall model. Validity data was obtained from the validator's assessment using a validation questionnaire. Practicality data is obtained based on the responses and activities of students. Effectiveness data was obtained from the pretest-posttest N-gain test. The results showed that all validity items obtained an average percentage of 84.5% with valid criteria. Student response to LKPD was 88.9% -100% in very good category. Relevant activities of students at meetings 1 and 2 respectively were 88.9% and 94.5%. Based on the responses and activities of the students, the LKPD that was developed was included in the practical category. The effectiveness data shows that the overall N-gain in the high and medium categories is 100%, this indicates that the LKPD is said to be effective. Based on the validity, practicality and effectiveness of assessment-oriented worksheets for learning, they are effective in improving learning outcomes in buffer solutions.]]>
<![CDATA[Validitas Website sebagai Media Pembelajaran untuk Meningkatkan Keterampilan Berpikir Kreatif pada Materi Ikatan Kimia ]]>
<![CDATA[Selvia Nuraini]]>;
<![CDATA[Rusly Hidayah]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 8 No. 3 (2023): Desember 2023 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v8i3.28
<![CDATA[The lowness of creative thinking skills of students on chemical bonding can be improved by making good quality learning media that using websites. Therefore, this research was carried out to determine the validity of the website as a learning media in order to improve creative thinking skills on chemical bonding. This study uses the 4D model (define, design, develop, & disseminate), but it is limited to the development stage. The content and construct validity of the website was obtained using a validation sheet. The percentage of content validity obtained from the suitability of website with learning objectives, material, and indicators of creative thinking skills is 91.22%. While the percentage of construct validity obtained from the ease of navigation, presentation, and language on the website is 88.57%. So, the developed website is considered as very valid to improve students' creative thinking skills]]>
<![CDATA[Validitas LKPD Elektronik Berbasis PBL Untuk Meningkatkan Keterampilan Metakognitif Peserta Didik Pada Materi Asam Basa ]]>
<![CDATA[Ainun Tazkia]]>;
<![CDATA[Rusly Hidayah]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 8 No. 2 (2023): Agustus 2023 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v8i2.29
<![CDATA[This study aims to determine the validity of e-worksheets based on PBL (Problem-Based Learning) to improve students' metacognitive skills in acid-base material. The 4D model development implemented in this study has four stages, namely Define, Design, Develop, and Disseminate, which is limited to the Develop stage. The validators comprised two chemistry lecturers at Surabaya State University and a chemistry teacher from a senior high school in Gresik. The validation sheet is a research instrument used to assess the content and construct criteria of e-worksheets. The results of the three electronic LKPD validations developed on the content and construct criteria obtained percentages of 91.67% and 95.63% which were included in the very valid criteria]]>
<![CDATA[Pengembangan Buku Ajar untuk Menunjang Pembelajaran Kurikulum Merdeka pada Materi Pengenalan Ilmu Kimia Fase E SMA/ MA ]]>
<![CDATA[Annisa Mardatilla]]>;
<![CDATA[Okta Suryani]]>;
<![CDATA[Mawardi]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 8 No. 2 (2023): Agustus 2023 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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<![CDATA[This study aims to develop textbooks to support Merdeka Curriculum learning at the topic ‘Introduction of Chemistry’ in E phase, also to determine the validity and level of practicality. The research method that used was Educational Design Research (EDR) through the Plomp’s development model. The data collection instrument were a validity questionnaire and a practicality questionnaire. The results of the validity questionnaire were analyzed with the Aiken's V formula and practicality rated by a modified formula. The results showed that the textbook has developed and proven its validity with an average validity of 0,87 and practical significantly in the small group test for students with an average of practicality 94,05%. Additionally, result from practicality test for teachers got an average number of 94,71%]]>
<![CDATA[Pengembangan LKPD Berorientasi Assessment for Learning untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik pada Materi Titrasi Asam Basa ]]>
<![CDATA[Novita Indah Ramadhani]]>;
<![CDATA[Muchlis]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 8 No. 3 (2023): Desember 2023 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v8i3.32
<![CDATA[AFL-oriented LKPD Development Research aims to determine feasibility LKPD terms of aspects validity, practicality, effectiveness to improve critical thinking skills in Acid-Base Titrations. This study uses research design Borg and Gall. Instrument validity includes an assessment/validation sheet. The practicality LKPD is seen from activity observation sheet and response questionnaire. The effectiveness LKPD is seen from the test critical thinking skills. The results showed that Assesment for Learning Oriented LKPD on acid-base titration material declared feasible. Judging from validation results, mode score of 5 is obtained which very valid in terms of content and construct validity. LKPD meets practicality criteria supported by results student activities are relevant to learning at meetings 1 and 2, namely 90% and 96%. Supported by positive response with percentage of 83% -100% with very good criteria. LKPD fulfilling effectiveness criteria in terms of students' critical thinking skills experience an increase in students' n-gain in the medium and high categories of 100%.]]>
<![CDATA[Pengaruh Model Pembelajaran Post Solution Posing terhadap Peningkatan Hasil Belajar Kimia Siswa ]]>
<![CDATA[Nova Irawati Simatupang]]>;
<![CDATA[Agelin Kristin]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 8 No. 3 (2023): Desember 2023 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v8i3.33
<![CDATA[This research aims to determine whether there is an increase and percentage increase in students chemistry learning outcomes by using the problem posing learning model of the post solution posing type. This research was an eksperiment research with the pretest – posttest control group design. The population of this research were all students of class X IPA Senior High School (SHS) Pusaka 1 semester II. The research sample consisted of two classes with a total sample of 55 which were selected by random sampling technique. The research instrument used was a test instrument with a number of 15 multiple choice questions. The analysis precondition test showed that the data were normally distributed sig (0.088) > 0.05 and homogeneous sig (0.345) > 0.05. The hypothesis test was carried out by parametric test using the t-test with a significance level of 0.05. Based on statistical test, the t-count value (3.608) > t-table (2,006) with a significant value of 0,001 < 0.005. Based on this data analysis of these data it can be concluded that there is a significant increase in strudent chemistry learning outcomes with n-gain score 0.76]]>
<![CDATA[Penerapan Peningkatan Hasil belajara Siswa Menggunakan Model Pembelajaran Discovery Learning dengan menerapkan Physics Education Technology (PhET) Berbasis Android ]]>
<![CDATA[Nur Rahmah]]>;
<![CDATA[Dahlan Dyru]]>;
<![CDATA[Nurlansi]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 8 No. 3 (2023): Desember 2023 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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<![CDATA[The use of Physics Education Technology (PhET) learning media in the Discovery Learning model, especially in chemistry learning at school, has not been widely implemented by teachers because they do not yet know how PheT is useful in learning. The aim of this research is to determine student learning outcomes with the application of Physics Education Technology (PhET) in the Discovery Learning model on acid-base material and the effectiveness of chemistry learning. The research method used was quasi-experimental with a Pre-test Post test Control Group Design. Data collection techniques were carried out by providing research instruments in the form of essay questions and observation sheets. The results showed that learning chemistry taught by applying Physics Education Technology (PhET) in the Discovery Learning learning model was higher with an average post-test score of 81.23 while the chemistry learning outcomes of students taught by Discovery Learning learning model were lower with an average score the post-test average was only 60.03, and the application of Physics Education Technology (PhET) was quite effective in increasing learning outcomes as indicated by the N-gain of 0.79 which was included in the high category]]>
<![CDATA[Penerapan Media Kahoot Pada Materi Stoikiometri untuk Meningkatkan Hasil Belajar Kognitif Siswa Kelas X ]]>
<![CDATA[Nova Yokhebed Konengian]]>;
<![CDATA[Fahyuddin]]>;
<![CDATA[Muhammad Alim Marhadi]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 8 No. 3 (2023): Desember 2023 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v8i3.46
<![CDATA[The purpose of this study was to find out the increase in student learning outcomes by applying kahoot media and knowing student responses to learning media. The research subjects were students of class X IPA 2 and IPA 3. The research design was pretest posttest control group design. The average pretest score for the experimental class was 45.29 and the posttest average score was 82.06. The pretest average score in the control class was 41.36 and the posttest average score was 66.06. The category of increasing cognitive learning outcomes of Normalized (N-Gain) students is classified as moderate both in the experimental class (0.65) and in the control class (0.43). The independent samples test results at the pretest showed a significance value (2-tailed) p = 0.057 > 0.05, the n-gain data showed a significance value (2-tailed) p = 0.000> 0.05, and the Mann-Whitney test results on the posttest data shows the significance value of Asymp (2-tailed) p = 0.000 < 0.05]]>
<![CDATA[Pengaruh Model Project Based Learning Terhadap Hasil Belajar Kognitif Larutan Penyangga ]]>
<![CDATA[Nur Fadillah Safaruddin]]>;
<![CDATA[La Rudi]]>;
<![CDATA[Fahyuddin]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 9 No. 1 (2024): April 2024 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v9i1.48
<![CDATA[This study aims to examine the effect of the Project Based Learning model used in learning buffer solution material and determine student responses to the Project Based Learning model that has been applied. Type of research: experimental. Research design: pretest posttest control group design. Research instruments: learning outcomes test (pretest postest) and student response questionnaire. Research subjects: students of grade XI MIPA 1 and XI MIPA 2. Data analysis techniques: quantitative data analysis, descriptive and inferential. The results of the study: there were differences in cognitive learning outcomes in the experimental class and the control class. This is due to the difference in learning models used, while the experimental class uses a project-based learning model which makes students more active and learning outcomes increase compared to the control class that uses a problem-based learning model.]]>
