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.
Articles
83 Documents
<![CDATA[Pengembangan dan Implementasi e-Modul STEM Berbasis PjBL pada Materi Kesetimbangan Kimia untuk Meningkatkan Hasil Belajar Siswa ]]>
<![CDATA[Dinda Natalisa Br Gurusinga]]>;
<![CDATA[Eddiyanto]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 10 No. 1 (2025): April 2025 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v10i1.146
<![CDATA[Science, Technology, Engineering, and Mathematics (STEM) adalah solusi pembelajan untuk abad ke-21. Kemajuan teknologi membuat media pendidikan mengalami perubahan, yaitu dengan penggunaan media soft copy barupa modul elektronik. Penelitian ini bertujuan untuk: (1) Bagaimana kelayakan e-modul STEM berbasis PjBL pada materi Kesetimbangan Kimia; (2) Bagaimana peningkatan hasil belajar peserta didik setelah diberikan penggunaan e-modul STEM berbasis PjBL pada materi Kesetimbangan Kimia. Model pengembangan yang digunakan adalah model ADDIE. Berdasarkan hasil penelitian menunjukkan bahwa (1) Hasil kelayakan e-modul STEM berbasis project based learning pada materi Kesetimbangan Kimia termasuk kategori sangat valid dengan persentase rata-rata kelayakan e-modul sebesar 87,68%; (2) Peningkatan hasil belajar peserta didik yang diberi perlakuan menggunakan e-modul STEM berbasis PjBL pada materi Kesetimbangan Kimia pada kelas eksperimen 1 meningkat sebesar 71,42%; eksperimen 2 sebesar 70,69%; eksperimen 3 sebesar 68,63%. N-Gain kelas kontrol sebesar 38,72%.]]>
<![CDATA[Pengembangan e-LKPD Berbantuan Liveworksheets dengan Strategi Conceptual Change untuk Mereduksi Miskonsepsi pada Materi Laju Reaksi ]]>
<![CDATA[Muhammad Syahrul Ramadhani]]>;
<![CDATA[Sukarmin]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 10 No. 1 (2025): April 2025 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v10i1.149
<![CDATA[Penelitian ini bertujuan untuk menganalisis tingkat validitas, kepraktisan, dan efektivitas penggunaan e-LKPD yang dirancang dengan strategi perubahan konseptual guna mengurangi miskonsepsi siswa pada materi laju reaksi. Metode yang digunakan dalam penelitian ini adalah Research and Development (R&D) dengan model Borg dan Gall, yang dibatasi hingga tahap keenam, yaitu uji coba produk. Subjek penelitian terdiri dari 20 siswa SMA Negeri Bareng Jombang yang mengalami miskonsepsi pada materi laju reaksi. Hasil penelitian menunjukkan bahwa validasi isi dan konstruk memperoleh nilai modus ≥ 4 pada setiap aspek, sehingga dikategorikan valid. Aspek kepraktisan berdasarkan angket respons siswa menunjukkan persentase 80,7% dalam kategori sangat praktis, sedangkan hasil observasi siswa mencapai 87,1% dalam kategori sangat praktis. Sementara itu, efektivitas e-LKPD dalam mengurangi miskonsepsi terlihat dari persentase pergeseran miskonsepsi menjadi pemahaman konseptual yang mencapai 85,6% dengan kategori sangat efektif. Berdasarkan hasil validasi, kepraktisan, dan efektivitasnya, e-LKPD berbasis strategi perubahan konseptual dinyatakan layak digunakan sebagai media pembelajaran untuk mengatasi miskonsepsi siswa pada materi laju reaksi karena telah memenuhi standar validitas, kepraktisan, dan efektivitas]]>
<![CDATA[Pengaruh Model Pembelajaran Discovery Learning Berbantuan Media Wordwall terhadap Motivasi dan Hasil Belajar Siswa pada Materi Laju Reaksi ]]>
<![CDATA[Tulus Panindoan Lumbantobing]]>;
<![CDATA[Ida Duma Riris]]>;
<![CDATA[Bajoka Nainggolan]]>;
<![CDATA[Dewi Syafriani]]>;
<![CDATA[Elfrida Ginting]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 10 No. 1 (2025): April 2025 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v10i1.155
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Discovery Learning berbantuan media Wordwall terhadap motivasi, hasil belajar siswa dan korelasi. Metode penelitian ini adalah eksperimen kuasi terdiri dari kelas eksperimen dan kontrol dengan sampel sebanyak 62 siswa. Hasil yang diperoleh bahwa nilai rata-rata hasil belajar pretest dan postest dikelas eksperimen dan kontrol sebesar: 34,19 ± 6,069 dan 86,29 ± 6,187. Angka ini menunjukkan adanya peningkatan hasil belajar siswa setelah diimplementasikannya model pembelajaran Discovery Learning yang berbantuan media Wordwall pada materi Laju Reaksi dan motivasi belajar siswa didapatkan adalah 88,92%, menunjukkan bahwa motivasi belajar siswa dalam kelas eksperimen berada pada tingkat yang sangat tinggi. Selain itu, ada pengaruh model pembelajaran Discovery Learning berbantuan media Wordwall terhadap hasil belajar siswa, ditunjukkan dengan nilai Sig (2-tailed) sebesar 0,004, yang kurang dari α (0,05). Ditemukan adanya hubungan korelasi motivasi belajar dengan hasil belajar siswa. Namun tidak termasuk di dalam kategori tinggi]]>
<![CDATA[Efektivitas Pembelajaran Kooperatif Tipe Teams Games Tournament Berbantuan Ludo Kimia terhadap Minat dan Hasil Belajar Siswa pada Materi Reaksi Redoks ]]>
<![CDATA[Sinta Herawati]]>;
<![CDATA[Rizmahardian Ashari Kurniawan]]>;
<![CDATA[Dedeh Kurniasih]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 10 No. 1 (2025): April 2025 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v10i1.158
<![CDATA[Penelitian ini dilatarbelakangi oleh rendahnya minat dan hasil belajar siswa pada sub materi bilangan oksidasi kelas sepuluh, MAN 1 Kubu Raya, akibat kurangnya pemahaman konsep reaksi redoks. Oleh karena itu, diperlukan model pembelajaran yang tepat untuk meningkatkan pemahaman siswa. Penelitian ini bertujuan untuk menganalisis perbedaan minat dan hasil belajar siswa serta efektivitas pembelajaran berbantuan Ludo Kimia dengan model TGT pada materi reaksi redoks. Menggunakan desain Non-equivalent Control Group, tes awal dilakukan pada kelompok kontrol dan eksperimen. Hasil analisis menunjukkan perbedaan signifikan antara pretest dan posttest dengan nilai gain 0,84, yang menunjukkan efektivitas model TGT berbantuan Ludo Kimia.]]>
<![CDATA[Analysis of Student Misconceptions Using Five-Tier Diagnostic Test on Reaction Rate Material ]]>
<![CDATA[Chatrine]]>;
<![CDATA[Elfrida Ginting]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 10 No. 2 (2025): August 2025 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v10i2.161
<![CDATA[Correct conceptual understanding is the basis for learning chemistry, including reaction rate material. This material is often considered challenging because of its abstract nature, which causes misconceptions in understanding reaction rate material and its application. This study examines students' misconceptions on reaction rate material by grade XI IPA students of SMAN 5 Medan. The method used is descriptive with a quantitative approach, including purposive sampling, tests, and interviews. Data analysis techniques include validation analysis by expert validators, quantitative analysis, and misconception analysis. Small-scale trials were conducted to test the validity and reliability of the instrument. Large-scale trials were conducted to assess students' misconceptions and identify sources of misconceptions from small-scale trials. Overall, the percentage of students' conceptual understanding levels in each category includes 51% of students having good understanding (SU), 31% having partial understanding (PU), 9% having poor understanding (NU), and 9% having misconceptions (MC), where the misconceptions that occur in students are in the low category, the same as the misconceptions for each reaction rate sub-material which is also in the low category. Item 21 has the highest misconception (20%), while items 1 and 22 have the lowest misconception (3%). Based on the source, the misconception category from personal thinking (MC-PT) has the highest misconception (44%), while the misconception category from books (MC-B) has the lowest misconception (11%). This study recommends exploring misconceptions in other materials.]]>
<![CDATA[Comparing Student Activity and Outcomes in Problem Based Learning and Guided Inquiry on Atomic Structure ]]>
<![CDATA[Freddy Tua Musa Panggabean]]>;
<![CDATA[Elsaida Siboro]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 10 No. 2 (2025): August 2025 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v10i2.164
<![CDATA[This research is motivated by the low activity and learning outcomes of students in atomic structure material at SMAN 7 Medan. This study aims to determine significant differences in student learning activities, student learning outcomes and the correlation between student activity and learning outcomes taught with the Problem Based Learning (PBL) and Guided Inquiry learning models on atomic structure material. The research method used is the true experiment method with a Pretest - Posttest Control Group research design. The subjects of the study were grade X students at SMAN 7 Medan who were selected randomly: PBL Class (X-1) and Guided Inquiry Class (X-2). Hypothesis testing was carried out with the help of SPPS Statistics Version 27 Windows with a significance level of 5% using the Independent Sample T-Test and Bivariate Pearson Correlation. The results showed that for experimental class I: the average activity was 85% and learning outcomes were 86.67. While the experimental class II had an average activity of 84% and learning outcomes were 85.56. The N-Gain results obtained in this study in experimental class I were 81% and experiment II was 80% with high criteria, which means that the PBL and guided inquiry learning models are effective in improving student learning outcomes. And the correlation results obtained that there is a correlation between student learning activities and student learning outcomes.]]>
<![CDATA[Implementation Teaching Material Integrated Spiritual Values with Discovery Learning Model to Improve Learning Outcomes ]]>
<![CDATA[Rizky Andini]]>;
<![CDATA[Ayi Darmana]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 10 No. 2 (2025): August 2025 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v10i2.165
<![CDATA[This study examines the effect of integrating spiritual values into chemistry teaching materials through the Discovery Learning model on students’ learning outcomes and spiritual attitudes at SMA Negeri 5 Medan. Using a quasi-experimental design, two grade XI classes were selected, namely XI-4 (experimental) and XI-8 (control). The experimental class received spiritually integrated materials, while the control class used a standard handbook. Data were collected through learning outcomes tests and spiritual attitude questionnaires. Findings showed significant improvements in the experimental group’s post-test scores and spiritual attitudes. Statistical analysis using independent and paired sample t-tests yielded significance values of 0.000 (≤ 0.05). A Pearson correlation test showed a strong positive correlation (r = 0.644, R² = 0.414), indicating that higher spiritual attitudes are associated with better academic performance.]]>
<![CDATA[Development of Augmented Reality Based Applications to Improve Students' High Order Thinking Skills in Acid Base ]]>
<![CDATA[Sri Adelila Sari]]>;
<![CDATA[Annisa Fitri]]>;
<![CDATA[Hanisah Hasibuan]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 10 No. 2 (2025): August 2025 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v10i2.166
<![CDATA[This study aimed to develop mobile application-based learning media with Augmented Reality (AR) technology on acid-base material to improve students' high order thinking ability (HOTS). AR is a technology that combines virtual objects into the real world interactively and in real-time, helping to visualize abstract chemical concepts. The method used is a 4-D model development research (Define, Design, Develop, Disseminate). The validation results showed that the media was very valid with a score of 82.4% for material experts, 93% for media experts, and 90.4% for chemistry teachers. The practicality of the media based on student questionnaires reached 90.70% (very practical category). The effectiveness of the media was proven through a one-sample t-test hypothesis test with a tcount value = 2.436 > ttable = 2.040 at α = 0.05, so that H₀ was rejected and Hₐ was accepted. This showed that student learning outcomes were higher than the KKM value (77), with an N-Gain score of 0.7162 (high category). Thus, this AR-based learning media was valid, practical, and effective for chemistry learning. The implications of this study indicate that the use of AR technology in chemistry learning is an innovative solution effective in improving students' understanding and HOTS.]]>
<![CDATA[Development of e-Modules Based on Integrated Guided Inquiry TPACK (Technological Pedagogical Content Knowledge) on Chemical Equilibrium Material ]]>
<![CDATA[Patricia Simatupang]]>;
<![CDATA[Nora Susanti]]>;
<![CDATA[Sardes Yosua Silaban]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 10 No. 2 (2025): August 2025 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v10i2.169
<![CDATA[This research aims to produce an electronic module (e-module) based on the Guided Inquiry model with the TPACK approach on chemical equilibrium materials. The research method is the Research and Development (R&D) method with the Thiagarajan 4D model consisting of 4 stages, namely define, design, develop and disseminate. The instruments used were in the form of needs analysis interview sheets, student characteristics questionnaires, validation sheets by material and media experts, and teacher and student response questionnaires. The e-module is declared valid after being validated by 3 lecturers and 3 media expert lecturers. The results of the validation of the e-module by material experts obtained a feasibility percentage of 88% with the criterion of "very feasible" and the results of the validation by media experts obtained a feasibility percentage of 86% with the criterion of "very feasible". The response test was carried out on 3 chemistry teachers and 36 students from SMAN 4 Medan. Based on the results of the teacher's response, a percentage of 91.19% was obtained with the category "very interesting" and the results of the students' response were obtained a percentage of 87.47% with the category "very interesting". The results of the validation and response of the e-module show that the e-module that has been developed has been feasible and interesting to be used in the learning process. The dissemination stage in this study is limited to only disseminating e-modules without testing their effectiveness.]]>
<![CDATA[Influence of Predict-Observe-Explain Learning Model on Learning Outcomes of Class X SMA Students on Material of Chemical Bonds Related to Daily Life ]]>
<![CDATA[Elisabet Manalu]]>;
<![CDATA[Ajat Sudrajat]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 10 No. 2 (2025): August 2025 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v10i2.170
<![CDATA[This study aims to determine whether the learning outcomes and learning activities of students who are taught with the POE model associated with everyday life are higher than the learning outcomes with the conventional model on the material of Chemical Bonding. The research sample was an experimental class using the POE (Predict - Observe - Explain) learning model totaling 34 students and a control class using the conventional model totaling 34 students. The results of data analysis obtained, Students who learned with the POE model in the experimental class achieved an average score of 81.05, while students in the control class using the conventional model got an average score of 74.42. Based on a significance level of 0.05 and a degree of freedom of 32, a ttable value of 2.036 was obtained. The calculation results show that the tcount value of 2.80 is greater than ttable (2.80> 2.036) causing the null hypothesis (H₀) to be rejected and the alternative hypothesis (Hₐ) to be accepted. Because the value of rₓᵧ > rtable (0.885 > 0.339), then the null hypothesis (H₀) is rejected, meaning there is a positive correlation between learning activities and student learning outcomes who follow learning with the POE model. And data was obtained from 34 respondents regarding the effectiveness of the POE model of responses with the assessment criteria that have been set, the percentage reached 75% indicating the effectiveness and feasibility of using the POE model in the learning process.]]>
