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[A Systematic Review: Problems in Learning Chemistry Practicum of Merdeka Curriculum ]]>
<![CDATA[Nur Azizah]]>;
<![CDATA[Endang Widjajanti Laksono]]>
<![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.v10i3.212
<![CDATA[This research aims to identify chemistry practicum problems in implementing the merdeka curriculum. The research method used is systematic literature review (SLR) by analyzing the results of relevant research from the Google Scholar and ERIC databases, as many as 10 articles based on their suitability for the research topic in the last five years (2021-2025). Through this method, a systematic review of articles is carried out by following predetermined steps. The results of this systematic literature review (SLR) found a total of seven problems originating from students, teachers, and practicum facilities. These problems include students lack of understanding of practicum procedures, teachers difficulties in assessing student performance, teachers limitations in presenting interesting and contextualized chemistry practicum, teachers low ability to make practicum teaching media, teachers low understanding of the use of small-scale practicum, limited practicum equipment, and lack of chemistry practicum guidebooks. These problems indicate the need to improve teacher skills, develop teaching materials, and provide adequate practicum facilities.]]>
<![CDATA[Feasibility of Simple Practical Project Tools Based on Local Wisdom as a Strategy to Improve Students' Science Process Skills ]]>
<![CDATA[Nurul Aulia Rahman]]>;
<![CDATA[St. Hayatun Nur Abu]]>;
<![CDATA[Ilham SW Mauraji]]>
<![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.v10i3.215
<![CDATA[This research aims to develop learning tools in the form of teaching modules , Student Worksheets (LKPD), observation sheets for process skills. Project-Based Learning- based science with the integration of simple practicums based on local wisdom of North Maluku to improve students' science process skills. The method used is development research with the 4D model (Define, Design, Develop, Disseminate), up to the develop stage . The define stage includes needs analysis, content analysis, and material analysis, indicating the need for contextual learning tools based on local wisdom. The design stage produces an initial draft of the teaching module and student worksheet containing contextual material. These tools are designed in line with the learning outcomes of the Independent Curriculum and indicators of science process skills. The design results will be validated at the develop stage before being widely tested. The validation results show that the teaching module and observation sheet for science process skills are in the valid category, while the student worksheet is in the very valid category.]]>
<![CDATA[Chemistry Teachers’s Understanding, Implementation, and Barriers of Education for Sustainable Development (ESD) in South Sulawesi ]]>
<![CDATA[Sumiati Side]]>;
<![CDATA[Munawwarah]]>
<![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.v10i3.217
<![CDATA[This study aims to map the understanding, implementation, and supporting or hindering factors of Education for Sustainable Development (ESD) in chemistry education among senior high school teachers. A descriptive quantitative approach supported by qualitative analysis was employed. Data were collected from 13 chemistry teachers across five regency in South Sulawesi through an online questionnaire (Google Form). The instrument consisted of three main Likert-scale sections (understanding, implementation, and supporting/hindering factors) and four open-ended questions. Data were analyzed by calculating indices (0–100) and conducting a gap analysis between understanding and implementation, complemented by simple thematic coding of open responses. The results indicate that teachers’ understanding of ESD is relatively high (76.4), whereas implementation (62.7) and supporting/hindering factors (61.5) remain at a medium–high level. The gap analysis revealed that most teachers fall into the Understanding > Implementation category, suggesting that their conceptual knowledge surpasses classroom practices. Key barriers include limited laboratory facilities, insufficient teaching resources, time constraints, and low student literacy. Qualitative findings further reinforced these results, showing that teachers acknowledged the importance of ESD for raising environmental and social awareness but admitted difficulties in applying it. Suggested improvements included continuous teacher training, provision of ESD-based learning resources, and stronger school-level policies. These findings highlight the urgent need for systematic interventions such as professional development, adequate resources, and supportive educational policies to enhance the implementation of ESD in chemistry education.]]>
<![CDATA[The Effect of Project Based Learning on Students’ Learning Outcomes in Colloidal System ]]>
<![CDATA[Elvi Safitri]]>;
<![CDATA[Esnawi]]>;
<![CDATA[Abraham Rahman]]>
<![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.v10i3.218
<![CDATA[This study aims to analyze the effect of the Project Based Learning (PjBL) model on students’ chemistry learning outcomes on the colloid system topic in Grade XI of SMA Negeri 1 Raha. This research employed a quasi-experimental design with a pretest–posttest control group design. The sample consisted of 60 students divided into an experimental class and a control class. The research instruments included a validated multiple-choice achievement test and observation sheets of students’ learning activities and instructional implementation. Data were analyzed using N-gain analysis, normality test, homogeneity test, and an independent sample t-test. The results showed that the posttest and N-gain scores of the experimental class were higher than those of the control class. The t-test result indicated a significant difference between the two classes (p < 0.05). Students’ learning activities in the experimental class were categorized as very good. Thus, PjBL was proven to be more effective than direct instruction.]]>
<![CDATA[The Effect of Project-Based Learning on Creativity and Learning Outcomes in Mixture Separation ]]>
<![CDATA[Hesti Wulandari]]>;
<![CDATA[Eny Enawaty]]>;
<![CDATA[Andi Ifriani]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 11 No. 1 (2026): April 2026 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v11i1.219
<![CDATA[Students’ learning outcomes and creativity remain suboptimal despite the implementation of the Merdeka Curriculum. This study investigated the effect of Project-Based Learning (PjBL) on students’ creativity and learning outcomes in mixture separation at SMP Negeri 8 Pontianak. A pre-experimental one-group pretest–posttest design was employed with 36 eighth-grade students selected through purposive sampling. Data were collected using learning outcome tests, a creativity rubric based on Guilford’s dimensions (fluency, flexibility, originality, and elaboration), documentation, and semi-structured interviews. The Wilcoxon Signed-Rank Test was used for data analysis. The findings revealed statistically significant improvements in learning outcomes (Z = –5.110; p < 0.001) and creativity (Z = –5.214; p < 0.001), accompanied by very large effect sizes. These results highlight the substantial contribution of PjBL in fostering students’ creativity and academic achievement and reinforce its relevance as an effective instructional approach within the framework of the Merdeka Curriculum.]]>
<![CDATA[Development of Conceptual Change-Based Worksheets to Reduce Misconceptions in Chemical Bonding ]]>
<![CDATA[Dhafa Ayu Sheilamita]]>;
<![CDATA[Bertha Yonata]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 11 No. 1 (2026): April 2026 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v11i1.220
<![CDATA[This study aims to analyze the feasibility of conceptual change-based student worksheets (SWs) to reduce misconceptions in chemical bonding material. The study used the Borg and Gall Research and Development (R&D) model. A limited trial was conducted on 25 students of SMAN 19 Surabaya. The research instruments included a validation sheet, a student response questionnaire, an activity observation sheet, and a four-tier diagnostic test. The results showed that content and construct validation obtained a mode of 5 with a very good category. The practicality of the SWs was demonstrated by the percentage of student responses of 94% and student activity of 96.54% with a very practical category. Effectiveness was demonstrated by the percentage of positive conceptual shifts of 93% with a very effective category. Based on these results, the SWs was declared valid, practical, and effective in reducing student misconceptions and can be used as an alternative teaching material on chemical bonding material.]]>
<![CDATA[Strategies in Solving Stoichiometric Algorithmic Problems among High School Students: A Grounded Theory Approach ]]>
<![CDATA[Erna Widhi Astuti]]>;
<![CDATA[I Wayan Dasna]]>;
<![CDATA[Munzil]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 11 No. 1 (2026): April 2026 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v11i1.221
<![CDATA[This study aims to identify students’ strategies in solving algorithmic stoichiometry problems using a qualitative Grounded Theory approach. A total of 25 twelfth-grade students were given algorithmic stoichiometry problems involving concepts such as mole, molar mass, limiting reactant, and mass–mole–volume relationships. Based on the analysis of students’ written responses, 15 students representing various problem-solving strategies were selected for in-depth semi-structured interviews to explore their thinking patterns and the difficulties they encountered. The data analysis was conducted through open coding, axial coding, selective coding, and the constant comparative method until theoretical saturation was reached. Based on the analysis of written responses and in-depth interviews, a theory concerning students’ levels of understanding and strategies for solving algorithmic stoichiometry problems was generated. This theory explains three main aspects: students’ understanding of stoichiometry, which develops through several levels; problem-solving strategies that are influenced by the depth of understanding at each level; and common inhibiting factors, such as students’ lack of comprehensive understanding of fundamental stoichiometric concepts.]]>
<![CDATA[A Roblox-Based VR Game in Chemistry: Development and Impact on Student Learning ]]>
<![CDATA[Besse Firanita Astari]]>;
<![CDATA[Sri Yamtinah]]>;
<![CDATA[Eka Budhi Santosa]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 11 No. 1 (2026): April 2026 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v11i1.223
<![CDATA[This study developed and evaluated Mol Concept Adventure, a Roblox-based Virtual Reality (VR) game for teaching the mole concept in high school chemistry. The development followed the 4D model and involved 256 students and three teachers from three public schools in Southeast Sulawesi, Indonesia. The product was refined through expert validation and iterative testing. Expert judgment confirmed high content validity (Aiken’s V > 0.80), while psychometric analyses established adequate construct validity and reliability of the research instruments. A quasi-experimental study involving 160 students demonstrated high practicality, as reflected in positive evaluations from students and teachers. Moreover, the experimental group (n = 87) showed significantly greater improvements in problem-solving skills (N-Gain = 61.03% vs. 18.3%; p < .001) and higher learning motivation (p = .029) than the control group (n = 73) receiving conventional instruction. Overall, the findings indicate that the developed Roblox-based VR game is a valid, reliable, practical, and effective instructional tool for enhancing both cognitive and affective outcomes in high school chemistry learning. ]]>
<![CDATA[Profiling Secondary Students’ Critical Thinking in Contextual Redox Learning through Video Storytelling ]]>
<![CDATA[Nala Izzul Muna]]>;
<![CDATA[Harjono]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 11 No. 1 (2026): April 2026 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v11i1.224
<![CDATA[Critical thinking is an essential competency in chemistry education; however, assessment in redox instruction often relies on conventional written tests that inadequately capture students’ contextual reasoning. This study aimed to profile secondary students’ critical thinking skills in environmentally contextualized redox learning through a video storytelling task. A quantitative descriptive cross-sectional design was employed involving 60 eleventh-grade students from a secondary school in Semarang, Indonesia. Data were collected through individual narrative videos explaining redox mechanisms within a hexavalent chromium (Cr⁶⁺) remediation scenario. Video transcripts were analysed using a four-level analytic rubric based on six critical thinking indicators: interpretation, analysis, inference, evaluation, explanation, and self-regulation. Descriptive statistics, polychoric correlation, and log-odds modelling were used to examine performance distribution, inter-indicator relationships, and relative cognitive demand. The findings revealed strong performance in explanation and inference, moderate performance in evaluation, and comparatively lower performance in self-regulation, which emerged as the most cognitively demanding dimension. These results indicate that critical thinking in contextual redox learning is multidimensional and hierarchically structured.]]>
<![CDATA[Analysis of Students’ Learning Motivation in Learning Buffer Solutions Using Instructional Videos ]]>
<![CDATA[Miessya Wardani]]>;
<![CDATA[Mutia Shafira]]>
<![CDATA[ Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 11 No. 1 (2026): April 2026 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Kimia Universitas Halu Oleo ]]>
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DOI: 10.36709/jpkim.v11i1.225
<![CDATA[Buffer solutions are challenging for students, often affecting their motivation. This study analyzed learning motivation in the use of instructional videos on buffer solutions. The study used a quantitative descriptive approach with 35 twelfth-grade students in Parung and collected data via a closed-ended questionnaire examining video presentation and learning motivation. Results showed 60% of students had high motivation, and 40% had very high motivation. Nevertheless, teacher guidance remains crucial to support diverse learning styles.]]>
