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[Development of Unsur Games on the Material of the Periodic System of Elements to Improve Analytical Thinking Skills ]]>
<![CDATA[Amilatus Sholihah]]>;
<![CDATA[Rusmini]]>
<![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.v10i2.172
<![CDATA[The purpose of this study was to describe the feasibility of the Unsur game media (Susun Unsur) to improve students' analytical thinking skills regarding the topic of the periodic system of elements in terms of validity, practicality, and effectiveness. This research uses the 4-D development model from Thiagarajan, limited to the develop stage and limited trials on 35 students of class XI-11 SMAN 16 Surabaya. The results of the analysis of the feasibility of the Elements game media from the validity aspect seen from 3 criteria, namely content, construct, and graphics, obtained the mode in the very good category. The practicality of the Elements game media seen from activity observations, learning implementation, and student response questionnaires obtained mode in the very good category. The effectiveness of the Element game media is seen from the significant increase in pretest and posttest results of students' analytical thinking skills based on the paired sample t-test statistical test which obtained a significance value of 0.000 (<0.05). Unsur Game Media (Susun Unsur) is declared very feasible and relevant to be developed as an effective learning tool.]]>
<![CDATA[Web-Based Thermochemistry Media: Potential for ESD-Oriented Implementation ]]>
<![CDATA[Aries Setyo Wibowo]]>;
<![CDATA[Siti Patonah]]>;
<![CDATA[Mega Novita]]>
<![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.v10i2.183
<![CDATA[The purpose of the research is to identify the potential for using educational media, such as websites that focus on Education for Sustainable Development (ESD), in thermochemistry materials. Data was gathered using a descriptive qualitative approach through observation, surveys, interviews, and an analysis of the teaching materials from 10 chemistry teachers and 72 11th-grade students at SMAN 1 Kedungwuni. The results show that 80% of teachers fall into the Proficient category, and all respondents (100%) expressed some or a great deal of agreement with the use of website-based media. About 40% of teachers have already integrated ESD, 40% understand it but have not yet implemented it, and 20% do not understand it. According to the analysis module, just 38% of the material fully explains ESD. According to 89% of respondents, media websites are effective in visualizing abstract concepts and have a high potential for implementation]]>
<![CDATA[Teachers' Understanding of the Game-Based Learning Model in South and West Sulawesi: Rasch's Analysis ]]>
<![CDATA[Riskawati]]>;
<![CDATA[Khaeruddin]]>;
<![CDATA[Nirwana]]>;
<![CDATA[Tisa Rifsa]]>;
<![CDATA[Adinda Futri Syasbila]]>;
<![CDATA[Nurhikma Syam]]>;
<![CDATA[Hendra B]]>;
<![CDATA[Sitti Rahma Yunus]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 10 No. 3 (2025): December 2025 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v10i3.188
<![CDATA[Game-based learning is an approach that applies elements of play to enhance student engagement, motivation, and conceptual understanding in interactive ways. This study analyzes teachers’ understanding of the model and evaluates the psychometric quality of the instrument used. A quantitative descriptive method with Rasch analysis was employed to test validity, reliability, and fairness. The sample consisted of 54 chemistry teachers in South and West Sulawesi, selected randomly from diverse demographic backgrounds. Data were collected using questionnaires designed to measure teachers’ comprehension of the concept and application of game-based learning. Results indicated that the instrument demonstrated strong psychometric properties, with high validity and reliability, and appropriate item difficulty relative to teachers’ abilities. No significant differences were observed across gender, age, or teaching level, confirming the fairness of the instrument. However, teachers aged 25–34 and those at the elementary level displayed higher understanding. These findings highlight the need for targeted training to support teachers with lower comprehension, thereby promoting optimal implementation of game-based learning across educational levels.]]>
<![CDATA[Development of Science Literacy-Oriented Interactive Learning Multimedia on Nanotechnology Applications: NanoQuest ]]>
<![CDATA[Aghnina Farhah]]>;
<![CDATA[Cucu Zenab Subarkah]]>;
<![CDATA[Citra Deliana Dewi Sundari]]>
<![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.v10i2.198
<![CDATA[This study aimed to develop, validate, and assess the feasibility of an Android-based interactive learning multimedia named NanoQuest, which is oriented toward science literacy in the topic of nanotechnology applications. The study employed the Design-Based Research (DBR) method and the ADDIE approach, implemented up to the development stage. The product was validated by subject matter and media experts and tested on chemistry education students. Data were obtained from validations by three expert validators and a feasibility test involving 15 chemistry education students. The validation results showed that all aspects received an average r score of 0.87, indicating a high level of validity. The feasibility test yielded an average score of 87.55%, categorized as “feasible.” NanoQuest consists of four subtopics and five contextual essay questions designed to develop science literacy components: content, process, context, and attitude. The findings indicate that NanoQuest is valid, feasible, and supports the enhancement of students’ science literacy.]]>
<![CDATA[Implementation of Learning Cycle 7E Assisted by Digital Worksheet to Improve Students’ Learning Outcomes and Motivation ]]>
<![CDATA[Yunike Valeryn Wahyu]]>;
<![CDATA[Herunata]]>;
<![CDATA[Silviani]]>
<![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.v10i2.199
<![CDATA[This study aims to enhance student learning outcomes and motivation in the Mol Concept material by applying the Learning Cycle 7E learning model, assisted by digital worksheet, integrated with Liveworksheets. The study was conducted as classroom action research in Class X-E SMAN 2 Malang over two cycles. The methods used include pre-cycle, cycle I, and cycle II with test and observation instruments. The results showed an increase in student learning outcomes, from an average score of 67.31 in the pre-cycle to 76.81 in cycle II, as well as an increase in learning motivation in five main aspects. The use of the Learning Cycle 7E model and interactive digital media can encourage student involvement, enhance learning outcomes, and foster a more engaging and participatory learning environment.]]>
<![CDATA[PjBL-STEM Integrated Multiple Representation-Based Digital Teaching Materials to Improve Problem-Solving in Chemical Equilibrium ]]>
<![CDATA[Haryanto]]>;
<![CDATA[Sutrisno]]>;
<![CDATA[Winda Sitia Elisabeth Sinaga]]>;
<![CDATA[Asrial]]>;
<![CDATA[Wilda Syahri]]>;
<![CDATA[Yusnaidar]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 10 No. 3 (2025): December 2025 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v10i3.202
<![CDATA[Problem-solving skills can be achieved through the presentation of materials in teaching materials using models and approaches that guide students to solve problems related to the topic of chemical equilibrium. This research aims to develop integrated digital teaching materials based on PjBL-STEM with multiple representations, determine feasibility through expert validation, teacher assessment, student responses, and the effectiveness of teaching materials on problem-solving skills. This research and development (R&D) uses a multimedia design model. The results showed ratings in the very good category from material experts, media experts, teachers, and student responses. It is effective in enhancing problem-solving skills in the sub-topic of equilibrium concepts and equilibrium shifts, and sufficiently effective in improving problem-solving skills in the sub-topic of equilibrium constants.]]>
<![CDATA[Development of Digital Pocket Book Media Based on Augmented Reality on the Material of Molecular Geometry Forms ]]>
<![CDATA[Sri Adelila Sari]]>;
<![CDATA[Hamelia Putri]]>;
<![CDATA[Corrienna Abdul Talib]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 10 No. 3 (2025): December 2025 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v10i3.203
<![CDATA[This research aimed to develop Augmented Reality (AR)-based digital pocket book media on molecular geometry form materials and measure student feasibility, as well as students’ motivation, and learning outcomes. The study employed an R&D method using a 4D model (Define, Design, Develop, Disseminate). The research instruments include validation sheets, motivation questionnaires, learning outcome tests, and teacher response questionnaires. The validation results indicated that the media was highly feasible, with feasibility scores of 90.43% and 95.83% of media experts. Students’ learning motivation increased, with an average score of 86.66% (high category). Student learning outcomes also improved significantly with an N-Gain value of 0.81 (high category). Teachers' response to the media reached 96.5% (very high category). These results showed that the AR-based digital pocket book media was effectively used in chemistry learning, particularly ini visualizing abstract molecular geometries and enhancing student motivation and learning outcomes.]]>
<![CDATA[Development of Guided Inquiry-Oriented Student Activity Sheets to Train Metacognitive Skills on the Material of Reaction Rate ]]>
<![CDATA[Meni Feronika Tainmeta]]>;
<![CDATA[Harun Nasrudin]]>;
<![CDATA[Nurina Rizka Ramadhania]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 10 No. 3 (2025): December 2025 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v10i3.204
<![CDATA[This study developed a guided inquiry-oriented student activity sheet to train metacognitive skills on reaction rate material. The background shows low metacognitive skills and students' difficulties in understanding the material. The method used was the Borg and Gall R&D model up to the product trial stage, with 30 students of grades XI-8 of Gedangan High School as subjects. The results showed that the developed student activity sheet was valid, practical, and effective. Content and construct validity were classified as very valid and valid, practicality was seen from student responses reaching 90.9%, and relevant activities were more than 91%. Effectiveness was seen from the increase in the N-Gain score (0.55–0.90) and the results of the paired sample t-test were significant (Sig. 0.000). The metacognitive inventory questionnaire also showed very good results. Thus, this activity sheet is suitable for training metacognitive skills in learning reaction rates.]]>
<![CDATA[The Role of Critical Thinking Skills in Enhancing Scientific Literacy in Chemistry : A Systematic Literature Review ]]>
<![CDATA[Amna Utyta]]>;
<![CDATA[Habiddin]]>;
<![CDATA[Yahmin]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 10 No. 3 (2025): December 2025 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v10i3.206
<![CDATA[Chemistry learning often faces obstacles due to its abstract concepts, which are difficult to observe directly. As a result, students tend to rely on memorization rather than understanding molecular mechanisms and practical applications. This study is a Systematic Literature Review (SLR) using the PRISMA protocol to map the role of critical thinking skills in enhancing science literacy. From 425 articles (2018–2025), 20 studies were thematically analyzed. Five effective active learning strategies were identified: Argument-Driven Inquiry (ADI), Inquiry-Based Learning (IBL), Problem-/Project-Based Learning (PBL/PjBL), integration of Socio-Scientific Issues (SSI) with Augmented Reality (AR), and reflective journaling. These approaches have been shown to improve students’ abilities in analysis, evaluation, and synthesis of information, while also promoting knowledge transfer to real-world contexts. Recommendations include the development of hybrid modules integrating argumentation, guided experiments, contextual discussions, and metacognitive reflection, as well as the need for standardized assessment instruments and further experimental studies across educational levels and cultural settings]]>
<![CDATA[Content Differentiation: An Adaptive Strategy to Enhance High School Students’ Participation and Learning Outcomes in Chemistry ]]>
<![CDATA[Satifa Ananda Yulian]]>;
<![CDATA[Maasje Catherine Watulingas]]>;
<![CDATA[Farah Erika]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 10 No. 3 (2025): December 2025 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v10i3.210
<![CDATA[Learning difficulties among students can be caused by various factors, such as differences in interest, intelligence, talent, motivation, and cognitive abilities. This diversity requires teachers to implement adaptive learning strategies, one of which is content differentiation. This study aims to determine the effect of implementing a content differentiation strategy on students' learning outcomes in the colloid topic. The research employed a true experimental design with a post-test only control group design. The population consisted of 12th-grade students at SMA Negeri 8 Samarinda, selected through total sampling. The sample included 70 students, divided into experimental and control classes. Data collection instruments included a learning outcome test and student activity observation. Data were analyzed using the Mann-Whitney test. The results showed that the average score of the experimental class (90.8) was higher than that of the control class (87.2), with a significance value of 0.029 (p < 0.05), indicating a significant impact.]]>
