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Jurnal Tadris Kimiya
Published by Universitas Islam Negeri Sunan Gunung Djati Bandung
ISSN : 25276816     EISSN : 25279637     DOI : 10.15575/jtk.v7
Core Subject : Science, Education,
Chemistry Education
Tadris Kimiya Journal is a Journal published by Department Chemical Education, Tarbiyah & Keguruan Faculty UIN SGD Bandung, has a scope of discussion on education and chemistry learning.
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 238 Documents
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ISOLASI DAN PEMANFAATAN MINYAK ATSIRI DARI DAUN DEWANDARU (Eugenia uniflora L.) SEBAGAI DEODORAN Rusmiati, Lilis; Nursa'adah, Euis
Jurnal Tadris Kimiya Vol 1 No 1 (2016)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jta.v1i1.1164

Abstract

Ilmu kimia memiliki dua aspek penting yaitu kimia sebagai produk dan proses. Kimia sebagai proses diantaranya keterampilan proses sains yang dapat dikembangkan dengan metode praktikum. Namun lembar kerja siswa (LKS) yang digunakan dalam praktikum masih kurang melatih siswa melakukan proses ilmiah, menganalisis dan menemukan suatu konsep. Hal tersebut bisa diatasi dengan suatu format LKS yang sesuai salah satunya format LKS berbasis Think-Explain-Apply (TEA). Penelitian ini bertujuan untuk mengembangkan LKS dengan format TEA pada konsep koloid. Penelitian diawali dengan isolasi minyak atsiri daun dewandaru (Eugenia uniflora L.) menggunakan metode destilasi uap-air. Hasil destilasi diperoleh minyak atsiri sebesar 0,08% (b/v) berwarna kuning jernih, berbau khas tanaman dewandaru. Komponen utama minyak atsiri ini yaitu β-ocimen, benzofuran, kariofilen, germakren dan bisiklogermakren serta mempunyai aktivitas antibakteri yang kuat terhadap bakteri gram positif Staphylococcus epidermidis. Minyak atsiri tersebut selanjutnya dibuat deodoran dengan karakteristik dapat menghambat pertumbuhan bakteri S. epidermidis dengan diameter zona hambat sebesar 8,15 mm, pH 5, uji organoleptik berdasarkan kesukaan terhadap warna (30%), bau (13,3%), homogenitas (33,3%), stabil terhadap waktu penyimpanan 30 hari dan tidak menimbulkan iritasi. Prosedur kerja pemanfaatan minyak atsiri daun dewandaru diimplementasikan dalam LKS berbasis TEA dengan hasil uji kelayakan rata-rata rhitung 0,80 dan reabilitas 0,92 sehingga dinyatakan valid dan diterima.
Development of a Contextually-Based Animated Video on Acid–Base Solutions Using Powtoon Web Application Mutiarasani, Dwi Rizki; Kamaludin, Agus
Jurnal Tadris Kimiya Vol 10 No 1 (2025)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v10i1.20356

Abstract

Engaging and pedagogically relevant learning media are essential for improving students’ conceptual understanding in chemistry, particularly on abstract topics such as acid–base solutions. This study aimed to develop a contextual animated video using the Powtoon web application to enhance student engagement and comprehension through real-life connections. The development followed the 4D model (Define, Design, Develop, Disseminate) and was conducted at a public senior high school in Yogyakarta. Participants included chemistry education lecturers (as media and content experts), high school chemistry teachers (for practicality evaluation), and 11th-grade science students (for readability testing). The animation incorporated core elements of contextual learning, such as inquiry, questioning, learning community, modelling, and reflection, to foster deeper understanding. Validation results indicated excellent quality, with ideal scores of 95% from media experts and 90% from content experts. Teachers rated the practicality at 92%, while students rated the video’s readability at 95%. All evaluations were categorized as “very good.” Quantitative data were analyzed descriptively using ideal percentage scores. These findings demonstrate that the developed animation is both pedagogically sound and technically effective in supporting student learning. This research contributes to the field of chemistry education by offering an accessible digital resource that supports contextualized instruction and increases student motivation and understanding of acid–base concepts.
Assessing the Effectiveness of Case-Based Learning on Students' Attitudes Toward Chemistry and Formal Reasoning in Acid-Base Topics Apriyanti, Adelia; Wiyarsi, Antuni
Jurnal Tadris Kimiya Vol 9 No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.34434

Abstract

Effective teaching strategies are critical in enhancing students' attitudes toward chemistry and formal reasoning abilities, particularly for complex topics like acids and bases. Case-based learning has emerged as a promising alternative to traditional scientific learning methods. This study aims to compare the differences in attitudes toward chemistry and formal reasoning skills between students exposed to case-based learning and those undergoing scientific learning on acids and bases. A quasi-experimental design with a posttest-only control group was applied to 122 student of 11th grade science students in Yogyakarta, selected using simple random sampling. Data were collected through case-based essay questions and attitude questionnaires. Multivariate analysis (Hotelling Trace) assessed the differences between groups. The analysis revealed a significant difference (p = 0.000 < 0.05) in attitudes and formal reasoning skills between the two groups. Students in the case-based learning group demonstrated significantly better attitudes toward chemistry compared to those in the scientific learning group. These findings highlight the potential of case-based learning to enhance students’ engagement and reasoning skills in chemistry. By integrating case-based approaches into acid-base learning, teachers can adopt alternative methods to improve student outcomes. This study underscores the importance of diversifying teaching strategies to address the challenges of complex scientific topics effectively.
Understanding Pre-Service Teachers’ Conceptual Difficulties in Learning Newman Projections Adlim, Muhammad; Syahrial, Syahrial; Winarni, Sri; Deriyani, Deriyani; Gani, Abdul; Rusman, Rusman; Salaeh, Subhan
Jurnal Tadris Kimiya Vol 10 No 1 (2025)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v10i1.35553

Abstract

Challenges in mastering chemistry content among pre-service chemistry teachers remain a critical concern in teacher education institutions. This study aims to analyze the most difficult concepts and the underlying conditions contributing to students' failure in mastering specific chemistry courses. Data were collected through questionnaires, interviews, and document analysis. The research began by identifying courses with the highest proportion of failing grades (≤ D) based on academic transcripts from 235 students across four cohorts in a chemistry education program. Organic Chemistry I was identified as the course with the highest failure rate, affecting 141 students. From this group, ten students from each cohort with a GPA ≥ 3.0 were randomly selected to complete a questionnaire identifying the most difficult topics in the course. In-depth interviews with students and lecturers were then conducted to explore the conceptual difficulties and their possible causes. Findings consistently revealed that Organic Chemistry I had the highest proportion of D grades (10%) compared to other courses, with more than 60% of students in each cohort receiving low grades. Students reported that the Newman projection was the most challenging topic, citing both the abstract nature of the concept, which requires spatial reasoning and mental rotation of molecular structures, and the lack of effective instructional strategies to support understanding. These results highlight the need for pedagogical innovations targeting spatial visualization skills to enhance conceptual comprehension in organic chemistry education.
Chemistry Teachers’ Perspectives on the Implementation of Interdisciplinary Science Projects in Vocational Schools: Challenges and Strategic Solutions Lestari, Devy; Oktiani, Rosi; Lutfianasari, Ulfa; Imaduddin, Muhamad
Jurnal Tadris Kimiya Vol 10 No 1 (2025)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v10i1.37830

Abstract

The integration of interdisciplinary approaches in science education has gained increasing prominence, particularly within vocational school contexts. The research aims to identify the challenges faced by these teachers and to explore potential solutions for improving project-based instruction within the framework of Indonesia’s Merdeka Curriculum. This study investigates the perspectives of chemistry education graduates who are currently implementing interdisciplinary science projects in vocational schools across Central Java, East Java, and the Special Region of Yogyakarta. Employing a qualitative descriptive design, data were gathered from 25 purposively selected participants using an online open-ended questionnaire. Thematic analysis revealed several core challenges: limited pedagogical competence in project-based learning, difficulties in synthesizing natural and social science content, insufficient laboratory infrastructure and teaching materials, and restrictive curriculum policies that constrain instructional flexibility. These issues were especially pronounced among teachers with mono-disciplinary backgrounds in chemistry, who are now required to deliver integrated and contextualized learning. In response, the participants proposed actionable strategies, including training in contextual and project-based methodologies, mastery of interdisciplinary content, enhanced professional collaboration through musyawarah guru mata pelajaran (MGMP)  / subject teacher forums, improved access to instructional resources, and flexible curriculum design. The study highlights the need for comprehensive and systemic support to enhance teachers’ capacity to deliver meaningful and vocationally relevant interdisciplinary science education. The findings provide critical insights for policymakers, curriculum developers, and teacher education institutions aiming to advance the implementation of holistic STEM education in vocational settings.
Integrating Dilemma Stories into Chemistry Learning: Analyzing Students' Critical Thinking Skills Hadinugrahaningsih, Tritiyatma; Rahmawati, Yuli; Syaadah, Rika Siti; Dewi, Fitri Sumalia; Az-Zahra, Shakira; Tamarani, Fitri
Jurnal Tadris Kimiya Vol 9 No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.40449

Abstract

Critical thinking is a key competency for 21st-century students, essential for logical reasoning, decision-making, and academic success. However, studies indicate that Indonesian students often exhibit low levels of critical thinking. Chemistry, particularly topics like oxidation-reduction reactions, offers real-life applications, such as waste oil disposal, that can be leveraged to improve these skills. This study aims to analyze the effectiveness of integrating dilemma stories into project-based learning (PBL) to enhance students' critical thinking skills in the context of oxidation-reduction reactions. The study was conducted at SMAN 77 Jakarta with 36 students from Class X Mathematics and Natural Science 2. A qualitative approach was used, with data collected through observations, reflective journals, interviews, and critical thinking tests. The integration of dilemma stories in PBL was implemented through five stages: value reflection, problem-solving, project development, monitoring and evaluation, and transformation. The findings indicate significant improvements in students' critical thinking, creativity, collaboration, and problem-solving skills. Based on test results, students achieved level 3 (Acceptable) in critical thinking. The approach also enhanced their understanding of chemical concepts and awareness of addressing real-world problems. The integration of dilemma stories within PBL has proven effective in fostering critical thinking and other 21st-century skills in chemistry learning. This approach can serve as a model for innovative educational practices in STEM subjects.
Integrating Plastic Waste Pyrolysis Technology into STEM Education to Improve Students' Environmental Knowledge and Attitude Nursaadah, Euis; Fannyda, Raidatul; Shabrina, Annida Nurul; Ruyani, Aceng
Jurnal Tadris Kimiya Vol 10 No 1 (2025)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v10i1.40753

Abstract

The growing concern over plastic waste pollution and its harmful byproducts, such as CO, CO₂, NOₓ, and SOₓ gases from incineration, necessitates alternative and environmentally responsible waste management strategies. At MAN Insan Cendekia Bengkulu Tengah, a boarding school that manages its own waste, the integration of pyrolysis as a cleaner method for plastic waste treatment offers both practical and educational value. This study aimed to contextualize plastic waste pyrolysis within STEM-based learning to enhance students’ environmental knowledge and attitudes through interdisciplinary instruction. A quasi-experimental two-group pre-test–post-test design was employed, involving 32 students divided equally into control and experimental groups. The control group received STEM instruction using a module and video on plastic pyrolysis, while the experimental group engaged in a more immersive approach involving the same materials supplemented with hands-on pyrolysis activities. Results indicated that the experimental group outperformed the control group, with an environmental knowledge normalized gain (N-gain) score of 0.67 (medium), compared to 0.47 (low) in the control group. Additionally, the experimental group achieved higher environmental attitude scores (85) than the control group (76). These findings demonstrate that STEM education incorporating contextual, multimodal, and practical components can significantly enhance students’ conceptual understanding and engagement with environmental issues. The study contributes to the growing body of evidence supporting experiential STEM education as an effective approach for fostering environmental awareness and action in secondary education settings.
Integrating Digital Technology and Project-Based Learning in Secondary School Chemistry: Innovative Strategies for Conceptual Understanding Masbukhin, Faizal Akhmad Adi; Kusmawan, Udan
Jurnal Tadris Kimiya Vol 10 No 1 (2025)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v10i1.40828

Abstract

The advancement of digital technology and the growing demand for student-centered learning have prompted educators to explore more innovative approaches in science education. In chemistry, abstract concepts often pose significant challenges for learners, particularly at the secondary school level. This study aimed to examine how practising chemistry teachers integrate digital technology and project-based learning (PjBL) to enhance students’ conceptual understanding. A descriptive qualitative design was employed, involving in-depth interviews with 22 secondary school teachers who are also distance education students. Thematic analysis revealed that combining video-based instruction, interactive simulations, and contextualized PjBL strategies significantly improved students’ comprehension of complex topics such as atomic structure, chemical bonding, and colligative properties. For example, digital simulations enabled clearer visualization of atomic models, while hands-on projects like “Ice Cream Making to Explore Colligative Properties” successfully connected theoretical knowledge with real-life experiences. Despite the pedagogical advantages, challenges such as disparities in digital literacy and the limitations of online platforms were noted. This study contributes to the evolving field of chemistry education by offering practical insights into the implementation of digital and project-based strategies tailored to the learning preferences of Generation Z and Alpha students. The findings underscore the need for systemic teacher support, professional development, and infrastructure improvement to maximize the benefits of these transformative teaching approaches.
Identifying Students’ Metacognitive Characteristics in Solving Problems on the Hydrocarbons Topic Miterianifa, Miterianifa; Utari, Lidya; Yasthophi, Arif; Yanda, Sri Novita
Jurnal Tadris Kimiya Vol 10 No 1 (2025)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v10i1.40868

Abstract

Metacognitive abilities play a critical role in students’ learning processes by enabling them to regulate their thinking and select effective learning strategies. Understanding one’s own metacognition allows students to optimize their learning outcomes by adapting approaches that align with their cognitive strengths. This study aimed to identify the metacognitive characteristics and levels of Grade XI students in learning hydrocarbons during the 2023/2024 academic year at MAN 4 Kampar. A quantitative descriptive research design was employed, involving 13 purposively selected students. Data were collected using an essay-based test instrument designed to assess three metacognitive indicators: declarative, procedural, and conditional knowledge. The results revealed that students demonstrated a high level of declarative knowledge (92.40%, categorized as very good), but performed poorly on procedural (60.26%) and conditional (59.62%) indicators, both falling into the low category. These findings suggest that while students possess strong factual knowledge, they struggle with applying and adapting that knowledge in problem-solving contexts. The study highlights the need for instructional strategies that explicitly develop procedural and conditional metacognitive skills to support deeper and more autonomous learning in chemistry education.
Enhancing Students’ Critical Thinking Through Problem-Based Learning With Socio-Scientific Issues: A Study On Stoichiometry In Grade X Science Hajijah, Aida; Nasution, Mariam; Hasibuan, Nur Azizah Putri; Hilda, Lelya; Baroud, Najah Yousef
Jurnal Tadris Kimiya Vol 10 No 1 (2025)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v10i1.43992

Abstract

Understanding stoichiometry remains a significant challenge for many secondary school students, primarily due to traditional instructional approaches that emphasize memorization rather than analytical reasoning. To address this issue, this study examines the effectiveness of a socio-scientific issue (SSI)-based problem-based learning (PBL) model in fostering students’ critical thinking skills in stoichiometry instruction. The research employed a quasi-experimental design with a non-randomized pretest–posttest control group structure. Participants consisted of two grade X classes from SMAN 1 Sipirok, with one class assigned as the experimental group receiving SSI-based PBL instruction and the other as the control group receiving conventional teaching. Data were collected through essay tests designed around Ennis’s twelve critical thinking indicators. The results of an independent samples t-test indicated a statistically significant difference in posttest scores between the two groups (p = 0.027, p < 0.05), demonstrating that the experimental group outperformed the control group in critical thinking. These findings suggest that integrating socio-scientific issues into problem-based learning can effectively enhance students’ reasoning, engagement, and conceptual understanding in chemistry education. The study contributes to the ongoing discourse on innovative pedagogies by highlighting the pedagogical potential of SSI-based PBL for cultivating higher-order thinking skills in science classrooms.

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