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EduChemia: Jurnal Kimia dan Pendidikan
Published by Universitas Sultan Ageng Tirtayasa
ISSN : 25024778     EISSN : 25024787     DOI : http://dx.doi.org/10.30870/educhemia.v6i2.10412
Core Subject : Science, Education, Engineering,
Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology
Focus and Scope Educhemia (Jurnal Kimia dan Pendidikan) is Periodicals published the results of research related to the development of science and technology in the field of Chemistry and Chemistry education as a form of intellectual property Chemistry: Organic chemistry, Inorganic chemistry, Biochemistry, Physical chemistry, Analytical Chemistry, Environmental Chemistry, Material chemistry, Ethnochemistry. Chemistry education: chemistry learning design and model, chemical education curricula, Technology innovation and media/multimedia in chemistry learning, development of evaluation tools, lesson study and classroom action research
Arjuna Subject : Kimia(semua kategori) - Kimia Organik
Articles 216 Documents
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Assessing a Diagnostic Test for Theories of Acid-Base Solutions: a Banjarmasin Study Tamara Lutfiana Putri; Rizki Nur Analita
EduChemia: Jurnal Kimia dan Pendidikan Vol 11, No 1 (2026)
Publisher : Department of Chemistr Education Faculty of Teacher Training and Education Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/educhemia.v11i1.36289

Abstract

Misconceptions regarding acid and base solution learning remain a challenge, but the assessment instruments used are still unable to evaluate students’ in-depth understanding. The following study aims to develop a four-tier diagnostic test for acid and base solutions, an assessment instrument in the form of a test based on the Borg and Gall model of research and development (R&D) method. Data were collected from 360 students in Grade 12 Science Classes at three public senior high schools in Banjarmasin, Indonesia. Through a validation process carried out by six validators, consisting of chemistry teachers and lecturers, ten items for a four-tier diagnostic test were identified. Furthermore, all test items were tested and found to meet the validity criteria at a significance level of 0.01 and demonstrated high reliability, with a Cronbach’s alpha value of 0.804. The difficulty level was categorized as medium, while the discrimination index was categorized as fair. This finding indicates that the instrument can be used effectively to assess students’ level of conceptual understanding. Moreover, this four-tier diagnostic test can be applied within the scope of acid-base solution theory learning at Banjarmasin High School.
Characteristics of Mathematical Modeling Module on Seawater Boiling Point Elevation Ni Nyoman Ariyani; Desi Desi
EduChemia: Jurnal Kimia dan Pendidikan Vol 11, No 1 (2026)
Publisher : Department of Chemistr Education Faculty of Teacher Training and Education Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/educhemia.v11i1.37327

Abstract

Students often treat chemistry and mathematics as separate subjects when they learn colligative properties, using mathematics mainly as a calculation tool rather than for conceptual understanding. This separation limits their ability to connect mathematical reasoning with chemical concepts and engage in sensemaking. Although model-based instruction can support such integration, it is rarely implemented in classroom practice or presented in chemistry textbooks. This gap underscores the need for a model-based module. Accordingly, this study aimed to develop and characterize a mathematical modeling module for seawater boiling point elevation, focusing on its content quality, chemistry-mathematics integration, and alignment with the mathematical modeling cycle. This study employed a development research design incorporating Tessmer’s formative evaluation framework, encompassing analysis, design, development, and formative evaluation stages. Data were collected through needs analysis, expert review involving six experts (chemistry content, mathematical modeling and interdisciplinary integration), and one-to-one evaluation with three students of different levels of achievement. The findings indicate that the module demonstrates good content quality (mean = 2.70), strong alignment with the modeling cycle (mean = 2.78), and high chemistry-mathematics integration (mean = 2.95). Overall, the module shows promise as an instructional resource to promote interdisciplinary connections and strengthen students’ quantitative reasoning in learning colligative properties.
Diagnostic Analysis of Misconceptions in Alkenes and Alkynes Using a Three-Tier Test Asyti Febliza; Herdini Herdini
EduChemia: Jurnal Kimia dan Pendidikan Vol 11, No 1 (2026)
Publisher : Department of Chemistr Education Faculty of Teacher Training and Education Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/educhemia.v11i1.37065

Abstract

This study aims to analyze students' misconceptions on the topics of alkenes and alkynes in organic chemistry learning using a three-tier diagnostic test based on the certainty of response index (CRI). The research subjects consisted of 39 chemistry education students. The test instruments included three levels: multiple-choice answers, essay-type reasons, and a confidence level of 0–5. The data were classified into categories of understanding the concept, misconception, and not knowing the concept. The results revealed that 55% of the respondents understood the concept, 30% had misconceptions, and 15% did not know the concept. The highest misconceptions appeared in the subconcepts of alkene and alkyne addition reactions, Markovnikov's rule, reaction product prediction, and rearrangement. In-depth analysis revealed three main patterns of misconceptions, namely, false positive understanding, robust misconception, and strong misconception, with the latter type being most dominant in terms of mechanistic concepts. Misconceptions arose because of the rote application of rules, inappropriate generalization, and failure to read molecular structural information. These findings emphasize the need for learning strategies based on dual representation and cognitive conflict to reduce misconceptions and improve conceptual understanding in organic chemistry.
Synthesis and Characterization of TiO2/Ni for Photoelectrochemical Dopamine Sensors Irhamni Irhamni; Jarnuzi Gunlazuardi; Rahmat Wibowo
EduChemia: Jurnal Kimia dan Pendidikan Vol 11, No 1 (2026)
Publisher : Department of Chemistr Education Faculty of Teacher Training and Education Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/educhemia.v11i1.38361

Abstract

Dopamine (4-(2-aminoethyl) benzene-1,2-diol) is an essential biomarker for the diagnosis of neurological disorders. Owing to the increasing prevalence of diseases associated with low dopamine levels, the development of fast and simple detection methods has become crucial. The photoelectrochemical method offers significant advantages for dopamine sensors because of its minimal instrumentation and simple sample preparation. In this study, the synthesis of TiO₂ nanotubes and their morphological, optical, and photoelectrode properties under different synthesis conditions were investigated. Additionally, the effect of Ni nanoparticle deposition on TiO₂ via cyclic voltammetry (CV) electrodeposition is examined in terms of optical absorption shift and photoelectrode activity. Self-aligned TiO₂ nanotubes with a length of 2.2 µm, a diameter of 62 nm, and a wall thickness of 48 nm were synthesized via anodization using a Ti wire in an ethylene glycol/NH₄F electrolyte. The results show that the linearity range of the photoelectrode is 0.01–100 µM, with a detection limit of 4.8 µM and a quantification limit of 14.6 µM. These results demonstrate that Ni-decorated TiO2 nanotube photoelectrodes exhibit enhanced photoelectrochemical performance and are promising candidates for sensitive and reliable dopamine detection.
Development of E-Assessment to Measure Critical Thinking in Chemistry Learning Coryna Oktaviani; Mauliza Mauliza; Nurhafidhah Nurhafidhah
EduChemia: Jurnal Kimia dan Pendidikan Vol 11, No 1 (2026)
Publisher : Department of Chemistr Education Faculty of Teacher Training and Education Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/educhemia.v11i1.36935

Abstract

The quality of learning is directly related to quality of assessment. In education, assessment is also referred to as evaluation. The purpose of this study is to develop a practical e-assessment to evaluate critical thinking skills that can be applied efficiently to meet the needs of teachers and students in the field of chemistry education. This study uses a research and development (R&D) approach, utilizing a 4-D development framework (Define, Design, Develop, and Disseminate). The instruments used include a needs analysis questionnaire, construct validity test, and practicality test. Data analysis used Aiken's V formula and percentages. The Aiken's V values obtained in the validation of the electronic assessment product for stoichiometry material were 0.85 and 0.83 for the electronic assessment of redox reaction material, with both criteria showing valid. In addition, the feasibility test conducted on chemistry teachers in five Langsa State Senior High Schools showed an average e-assessment score of 85% for stoichiometry material and 86% for redox reactions, with both criteria being very practical. The results of implementing the e-assessment product to measure the critical thinking of students at Langsa State Senior High School obtained 67% with moderate criteria for testing stoichiometry material and 64% with moderate criteria for testing redox reaction material.
Optimization of Citric Acid Addition on The Effect of Reducing Aflatoxin B1 Levels in Animal Feed Farida Nuraeni; Tri Aminingsih; Diana Widiastuti; Hesty Nurul Huriyah
EduChemia: Jurnal Kimia dan Pendidikan Vol 11, No 1 (2026)
Publisher : Department of Chemistr Education Faculty of Teacher Training and Education Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/educhemia.v11i1.36985

Abstract

Aflatoxin B1 contamination in animal feed poses a serious threat to animal and human health, as this compound can cause dangerous toxic effects. The aflatoxin decontamination process in animal feed is a crucial step in maintaining food safety and livestock health. One effective method of aflatoxin decontamination is the use of citric acid, which can reduce aflatoxin contamination without compromising the feed's essential nutrients. Analysis revealed that 9 out of 10 animal feed samples in the Bogor area contained aflatoxin B1 exceeding the European Union's safe limit of 5 µg/kg. The addition of 2N citric acid for 120 minutes was proven to reduce aflatoxin B1 levels by up to 93.45%. Nutritional quality testing showed that the addition of citric acid did not disrupt the essential nutrient content of the feed, as it still met SNI 3148-1:2024 standards. The decontamination method using citric acid has been proven effective in reducing aflatoxin B1 without compromising nutritional quality, thereby improving food safety and supporting livestock health and productivity.

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