cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Restu Prayogi
Contact Email
restu.prayogi@ulm.ac.id
Phone
-
Journal Mail Official
quantum@ulm.ac.id
Editorial Address
Ruang Dosen Program Studi Pendidikan Kimia, Gedung Laboratorium PMIPA FKIP Universitas Lambung Mangkurat, Jl. Brigjen. H. Hasan Basry Banjarmasin 70123
Location
Kota banjarmasin,
Kalimantan selatan
INDONESIA
QUANTUM: Jurnal Inovasi Pendidikan Sains
Published by Universitas Lambung Mangkurat
ISSN : 20867328     EISSN : 25500716     DOI : https://dx.doi.org/10.20527
Core Subject : Science, Education,
Chemistry Education Physics
Quantum is the Journal of Innovation Science Education, published by the Department of Chemistry Education, Faculty of Teacher Training and Education, University of Lambung Mangkurat. The journal is published twice a year in April and October, contains articles in the form of a review, the results of complete research or critical analysis study of Science and Education Science (Chemistry, Biology, Physics, and Applied Science)
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 343 Documents
 31   32   33   34   35 
The Effect of the Google Sites-Based Flipped Classroom Learning Model on Students' Problem-Solving Abilities in Reaction Rate Material Dindah Dindah; Mujakir Mujakir; Yuli Kusuma Dewi
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 17, No 1 (2026): April 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v17i1.25903

Abstract

This research was motivated by the low level students  problem-solving abilities in chemistry, particularly in reaction rate material. This study aims to examine the effect of the Google Sites-based flipped classroom learning model on students  problem-solving abilities in reaction rate material. This study used a quantitative approach with a one-group pretest-posttest desaign. The instruments used in this study were 10 essay questions and 20 studens response questionnaires. Data collection was conducted through pretests and posttests. Data analysis used a paired sample t-test, after previously conducting prerequisite tests, namely the Shapiro-Wilk normality test, and the N-Gain test. The results of the data analysis showed a significance value of (p <0.001) for the paired sample t-test, indicating a statistically significant difference between pretest and posttest scores. The N-gain value of 0.8662 was categorized as high, indicating an increase in students  problem-solving abilities after treatment. Based on the data analysis, it can be concluded that the Google Sites-based flipped classroom learning model has a positive effect on students  problem-solving abilities in reaction rate material.
Enhancing High School Students’ Learning Outcomes in Redox Reactions through a Green Chemistry-Based Microscale Experimental Approach Putriani Putriani; Army Aulia; Sugiarti Sugiarti
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 17, No 1 (2026): April 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v17i1.25950

Abstract

Redox reactions are often considered difficult concepts in chemistry learning because students frequently struggle to connect observable phenomena with electron transfer processes. This study aimed to examine the effectiveness of a green chemistry-based microscale experimental approach in improving high school students’ learning outcomes in redox reactions. A quantitative pre-experimental one-group pretest–posttest design was employed involving 30 eleventh-grade science students at SMAN 22 Gowa selected through purposive sampling. Data were collected using a 20-item higher-order thinking skills (HOTS) test consisting of multiple-choice and short-answer questions. The data were analyzed using descriptive statistics, the Shapiro–Wilk test, the Wilcoxon Signed-Rank test, N-gain analysis, and effect size calculation. The results showed that students’ mean scores increased from 52.33 on the pretest to 72.00 on the posttest with a significant difference (p < 0.05). The average N-gain score was 0.41 (medium category), while the effect size was 0.88 (large effect). These findings suggest that green chemistry-based microscale experiments can support safer, more efficient, and meaningful chemistry learning, particularly in schools with limited laboratory facilities.
Wordwall Quiz Assessment on Global Warming Impacts on Student Learning Activities and Outcomes Hanim Isti Fadah; Ike Lusi Meilina; Bambang Supriadi
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 17, No 1 (2026): April 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v17i1.21857

Abstract

Physics learning is a learning process that contains elements of interest and involves scientific information and the environment. The application of the Wordwall quiz assessment on the subject of global warming in class X-1 students at SMA Negeri 5 Jember has the objectives of (1) increasing student learning activities after applying the Wordwall quiz assessment and (2) improving student learning outcomes after applying the Wordwall quiz assessment. The type of research used is classroom action research with the Kemmis and McTaggart model. The research subjects were X-1 class students with a total of 36 people. Data collection techniques used questionnaires, tests, interviews, observations, and documentation. Data on student learning activities in cycle I obtained an average value of 72.86. Based on the results in cycle I, improvements were made in cycle II with an average student score of 75.39. Data on student learning outcomes in cycle I obtained a percentage of 58%. The learning outcomes obtained in cycle II were 94%. Based on the results of the study, it was found that the activity and learning outcomes of students increased with the application of the Wordwall quiz assessment in the classroom. The implication of this study is that the use of the Quiz Wordwall assessment on the topic of global warming can increase student engagement, which has a positive impact on their learning activities and outcomes. This supports the integration of interactive technology in the science learning process.

Page 35 of 35 | Total Record : 343

 31   32   33   34   35 

Filter by Year

2010 2026


Reset
Filter By Issues
All Issue Vol 17, No 1 (2026): April 2026 Vol 16, No 2 (2025): Oktober 2025 Vol 16, No 1 (2025): April 2025 Vol 15, No 2 (2024): Oktober 2024 Vol 15, No 1 (2024): April 2024 Vol 14, No 2 (2023): Oktober 2023 Vol 14, No 1 (2023): April 2023 Vol 13, No 2 (2022): Oktober 2022 Vol 13, No 1 (2022): April 2022 Vol 12, No 2 (2021): Oktober 2021 Vol 12, No 1 (2021): April 2021 Vol 11, No 2 (2020): Oktober 2020 Vol 11, No 1 (2020): April 2020 Vol 10, No 2 (2019): Oktober 2019 Vol 10, No 1 (2019): April 2019 Vol 9, No 2 (2018): Oktober 2018 Vol 9, No 1 (2018): April 2018 Vol 8, No 2 (2017): Oktober 2017 Vol 8, No 1 (2017): April 2017 Vol 7, No 2 (2016): Oktober 2016 Vol 7, No 1 (2016): April 2016 Vol 6, No 2 (2015): Oktober 2015 Vol 6, No 1 (2015): April 2015 Vol 5, No 2 (2014): Oktober 2014 Vol 5, No 1 (2014): April 2014 Vol 4, No 1 (2013): April 2013 Vol 3, No 2 (2012): Oktober 2012 Vol 2, No 2 (2011): Oktober 2011 Vol 2, No 1 (2011): April 2011 Vol 1, No 1 (2010): April 2010 More Issue