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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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Trends in Integrating Green Chemistry and Sustainability into Chemistry Education Salsabila, Syifa Ayugea; Hernani, Hernani
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.v10i1.44007

Abstract

The growing urgency of environmental challenges has emphasized the importance of integrating green chemistry and sustainability concepts into chemistry education. Green chemistry provides a framework for promoting environmentally responsible scientific practices, while sustainability fosters long-term thinking and ethical decision-making among learners. This study aims to analyze recent trends in the integration of green chemistry and sustainability in chemistry learning contexts. A Systematic Literature Review (SLR) was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Twenty peer-reviewed articles published within the last six years and indexed in Scopus and Science and Technology Index (SINTA) were selected from databases including Google Scholar, Education Resources Information Center (ERIC), and Multidisciplinary Digital Publishing Institute (MDPI). The findings indicate that integrating green chemistry and sustainability enhances students' knowledge, interest, and motivation to adopt environmentally responsible attitudes and practices. Despite these benefits, the integration process faces several challenges, such as limited instructional resources, lack of pedagogical strategies, and insufficient contextualization. The study also highlights various effective strategies for implementation, including the use of student worksheets, multimedia tools, and ethnoscience-based approaches that align chemistry learning with local cultural contexts. These insights contribute to the development of more responsive and sustainable chemistry education models, aligning science instruction with global environmental goals and promoting pro-environmental behaviors among future scientists.
Development of STEAM-Based Electronic Practicum Module on the Topic of Saponification Handayani, Dewi; Agustiningtias, Wardah Izzati; Nurhamidah, Nurhamidah; Andriani, Yosie
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.v10i1.44033

Abstract

The integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) approaches in chemistry education offers new opportunities to foster active, interdisciplinary, and skills-oriented learning. However, practical resources that align with this pedagogical framework, particularly in laboratory instruction, remain limited. This study aims to develop and evaluate a STEAM-based electronic practicum guide on the topic of saponification, focusing on its feasibility, student responses, and its effectiveness in enhancing students' psychomotor skills. The development process followed the 4D model (Define, Design, Develop, and Disseminate), with implementation limited to the development stage. Participants included fourth-semester chemistry education students. The practicum guide underwent expert validation and was trialed through student feedback and performance-based observation of psychomotor competencies. The results revealed that the practicum guide achieved a high validity score (87.8%), received very positive student responses (93.1%), and significantly supported the development of psychomotor skills, with an average performance score of 94.2%. These findings suggest that the STEAM-based practicum guide is both feasible and effective as an instructional tool, offering meaningful and engaging learning experiences in chemistry laboratories. The study contributes to the advancement of innovative practicum materials and supports the implementation of STEAM principles in science education.
Chemistry Mobile Learning of Chemical Elements to Foster Education for Sustainable Development Zidny, Robby; Yudanto, Cavela Az-zahrah; Aisyah, Ratna Sari Siti; Li, Baoyu
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.v10i1.46278

Abstract

Students often face difficulties in learning chemical elements due to the large number of concepts that require memorization and limited contextual engagement. At the same time, chemical elements play a vital role in addressing environmental issues, making their understanding essential for advancing Education for Sustainable Development (ESD). This study aimed to develop an Android-based Chemistry Mobile Learning (CML) application in the form of an educational game to promote ESD-oriented chemistry learning. The development followed the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate). The CML application was validated by six expert reviewers, resulting in Aiken’s V scores of 0.91 and 0.93, indicating a high level of validity. Student feedback showed that 91% rated the learning experience as “Very Good.” The results suggest that the developed CML tool is both feasible and practical for classroom implementation. It enhances student engagement, supports meaningful learning, and fosters sustainability-oriented thinking in chemistry education.
Developing 21st Century Skills through the Make-a-Match Method in Reaction Rate Learning Sari, Sari; Khoerunisa, Khoerunisa
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.v9i2.25937

Abstract

The 21st century revolution demands individuals enhance their quality to thrive in a globalized world. Consequently, mastering critical thinking, creativity, collaboration, and communication (4C) skills has become a necessity for success in this context. This study aims to analyze students’ activities during the Make a Match learning process assisted by question cards and the improvement of students’ 4C skills at each stage of the process. A mixed-method approach was employed, combining qualitative and quantitative methods. The qualitative approach described student activities using observation sheets, while the quantitative approach applied a pre-experimental one-shot case study design. The participants were 26 science class XI students from SMA Darussalam Wanaraja Garut. Instruments included learning descriptions, observation sheets, student worksheets, and post-test questions. The results indicated that overall, student activity reached 96.75%, categorized as very good, with an average activity score of 3.87. The highest and lowest average activity scores were 4 and 3.5, respectively. The average 4C skills score, derived from activities and worksheets, was 91.125, also categorized as very good. Creative skills achieved the highest average score of 97.5 (very good), while critical thinking scored 87 (good). Hypothesis testing showed a significant positive influence of the Make-a-Match method on students’ 4C skills. The findings underscore the effectiveness of the Make-a-Match method in fostering 4C skills, offering valuable insights for innovative learning strategies in chemistry education.
Challenges and Alternative Solutions for Implementing Chemistry Practicums in Public High Schools Nabila, Suci; Sulastri, Sulastri; Winarni, Sri; Zulfadli, Zulfadli; Khaldun, Ibnu; Mohtar, Lilia Ellany
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.v9i2.36302

Abstract

Laboratories play a crucial role in enhancing learning experiences, verifying scientific concepts, and solving problems through scientific methods. However, the implementation of chemistry practicums in schools often faces significant challenges. This study aims to identify the problems hindering the implementation of chemistry practicums and propose alternative solutions to address these issues. A survey method was conducted using a qualitative descriptive approach. The population consisted of 45 schools in Aceh, involving 981 grade XII students. A cluster sampling technique selected 13 schools, comprising 80 participants, including principals, chemistry teachers, and students. Data were collected through validated instruments, including observation sheets, response questionnaires, interviews, and documentation. The findings revealed several obstacles, including inadequate laboratory infrastructure, unprepared teachers, insufficient tools and materials, limited supporting facilities, and a lack of laboratory staff. To overcome these challenges, alternative solutions were suggested, such as conducting practicums in classrooms through demonstrations, utilizing natural materials and virtual media, aligning practicums with learning standards, adopting blended learning models, and recruiting laboratory staff. These proposed solutions provide practical approaches to improving chemistry practicum implementation in public high schools, ensuring students gain hands-on learning experiences and enhancing their understanding of scientific concepts.
Design of Innovative Non-Routine Learning Strategies in Chemistry Learning Mujakir, Mujakir; Kurniawati, Yenni; Djamaluddin, Safrijal; Ahmad, Nur Jahan
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.v9i2.38029

Abstract

Traditional teaching methods in chemistry have been insufficient in helping students master problem-solving and conceptual understanding across the three levels of chemical representation: macroscopic, submicroscopic, and symbolic. Innovative strategies are needed to address these challenges and improve learning outcomes. This study evaluates the feasibility, practicality, and effectiveness of a non-routine learning strategy as an innovative approach to teaching chemistry. The research adopts the Gall and Gall Research and Development (R&D) model with a 3D design framework (Define, Design, Develop). The study involved chemistry education students from UIN Ar-Raniry Banda Aceh and UIN Sultan Syarif Kasim Riau. Data collection instruments included validation sheets to assess feasibility, observation sheets for practicality and effectiveness, as well as tests and related documents. The findings demonstrate that the non-routine learning strategy is valid, practical, and effective. It significantly enhances students' ability to solve problems and explain chemical concepts using the macroscopic, submicroscopic, and symbolic levels of representation. This non-routine learning strategy represents a feasible and effective innovation in chemistry education, providing a practical tool for improving students’ problem-solving skills and conceptual understanding. Its implementation offers valuable insights for advancing chemistry teaching practices.
Development of Interactive Learning Media Using Google Sites for Thermochemistry Courses Pamungkasih, Restika; Erlina, Erlina; Lestari, Ira; Junanto, Tulus; Ulfah, Maria; Mohd Nizam, Dinna Nina
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.v9i2.38552

Abstract

Interactive learning media is essential in enhancing student engagement and understanding, particularly in complex subjects like thermochemistry. Google Sites offers a platform to create accessible and interactive educational resources tailored to specific course needs. This study aims to develop, validate, and evaluate student responses to Google Sites-based interactive learning media for a thermochemistry course. The development process followed the analysis, design, development, implementation, and evaluation (ADDIE model). However, this research was limited to the development stage. Validation was conducted on material and media aspects, each reviewed by two validators. Data collection instruments included questionnaires for validation and student responses, involving 32 second-year Chemistry Education students who had previously studied thermochemistry concepts. Validation results yielded scores of 0.94 for the material aspect and 1.00 for the media aspect, indicating excellent validity. Student responses to the media averaged 83%, categorized as very good. The findings suggest that Google Sites-based interactive learning media effectively supports thermochemistry learning, offering a practical and engaging tool for educators and students. Further development and broader implementation of this media could enhance learning outcomes in similar scientific disciplines.
Enhancing 21st Century Skills in Students with Special Needs Through STEM Learning Sarita, Maya Rahma; Wisudawati, Asih Widi
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.v9i2.38883

Abstract

STEM learning has been recognized for its potential to improve critical, creative, collaborative, and communicative skills—key components of 21st-century competencies. For students with special needs, STEM-based approaches can offer tailored opportunities to develop these skills through active and interactive learning methods. This study aims to identify patterns of STEM learning implementation that contribute to the development of 21st-century skills in students with special needs. A descriptive qualitative approach was employed, involving data collection from Giwangan State Elementary School in Yogyakarta. Respondents included a teacher and a special assistant teacher for the 4th grade. Data collection techniques consisted of field observations, semi-structured interviews with 18-27 questions, and document analysis. The data were analyzed using qualitative content analysis, including reduction, presentation, and conclusion drawing, while validity was ensured through source triangulation. The findings reveal that STEM learning is conducted in three stages: introductory, main, and closing phases. This method engages students with special needs in problem-solving and group projects integrating science, technology, engineering, and mathematics. The observed activities enhanced students' motivation, interest in learning, and the development of critical thinking, collaboration, and communication skills. The study highlights the effectiveness of STEM learning in fostering 21st-century skills among students with special needs, offering an inclusive and interactive framework for educators to implement in similar contexts.
Development of General Chemistry Teaching Materials Using the PjBL-STEM Model to Enhance Students' Creative Thinking Skills Purba, Jamalum; Panggabean, Freddy Tua Musa; Sutiani, Ani
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.v9i2.39318

Abstract

Thinking creatively is a crucial higher-order skill that students must acquire when they graduate from university. This necessitates lecturers designing and developing learning processes that actively engage students while fostering their creative thinking abilities. This study aims to develop and validate general chemistry teaching materials on organic compounds and reactions using the PjBL-STEM model and evaluate their effectiveness in improving students' creative thinking skills. The study employed the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The teaching materials were designed as comprehensive books that adhered to the PjBL-STEM framework. Effectiveness was measured by analyzing improvements in students’ creative thinking abilities through quantitative testing. The results demonstrate that the PjBL-STEM-based teaching materials are valid and feasible for implementation. Their effectiveness in enhancing students' creative thinking abilities was statistically significant (t-count = 32.488; p = 0.000), with an average improvement of 42.725 ± 8.317. The development of PjBL-STEM-based teaching materials offers a valuable tool for chemistry education, effectively promoting creative thinking skills among students. This approach provides a practical framework for lecturers to design innovative, student-centered learning strategies.
Development of an Augmented Reality-Based Practicum E-Module Integrated with Local Wisdom of Salak Fruit Pohan, Heni Mulyani; Syaputra, Adi; Harahap, Fatma Suryani; Yunita, Dinda; Siregar, Rabiyatul Adawiyah; Mabrouk, Anouar Ben
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.v9i2.39486

Abstract

The integration of augmented reality (AR) technology into education has gained attention as an innovative tool to enhance students' learning experiences, particularly for abstract concepts such as chemical bonding. E-modules that incorporate AR can provide three-dimensional visualizations, making complex topics more accessible and engaging. This study aims to develop and validate practical e-modules using AR technology to enhance students' spatial intelligence while incorporating local wisdom from Padangsidimpuan. The research follows a Research and Development (R&D) approach using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model and a pretest-posttest control group design. Data were collected from three high schools in Padangsidimpuan using simple random sampling. Instruments included validation sheets (for material, media, and language), observation, user response questionnaires, and pretest-posttest tests to assess students' spatial intelligence. The e-module achieved high validation scores: 0.9 (material), 0.8 (media), and 0.9 (language). Student response rates were 80% (feasibility), 85% (AR usage), and 83.2% (language). Teachers provided an average response score of 88.6, indicating high practicality. The spatial intelligence assessment across the three schools yielded an average score of 0.85 in the high category. The AR-based e-modules effectively improve students' spatial intelligence by visualizing abstract chemical bonding concepts in 3D. This innovation contributes to enhancing chemistry education and preserving local wisdom in Padangsidimpuan, offering a model for future educational advancements.

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