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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 249 Documents
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Analisis Perbandingan Kandungan Protein Berbasis Hewani Menggunakan Metode Biuret Mirwa Adiprahara Anggarani; Yurita Gita Puspa Nugrainglahi; Maretha Nur Rohma; Adinda Debita Prihastina; Soesilowati Soesilowati
Jurnal Tadris Kimiya Vol 11 No 1 (2026)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v11i1.44995

Abstract

Monitoring and evaluating students' analytical rigor in the biochemistry laboratory is crucial for fostering higher-order thinking skills. However, systematic assessment of their error analysis abilities is rare. This study aimed to evaluate undergraduate students' laboratory competencies using a cross-sectional comparative research design focused on protein quantification. Eleven different animal-based food ingredients across four groups (meat, local freshwater fish, poultry eggs, and seafood) were analyzed in three biological replicates (total n = 33 experimental units). The core methodology was colorimetric quantification using the Biuret method via UV-Vis spectrophotometry at 540 nm. The resulting experimental data showed that the meat group yielded the highest extractable protein content (6.48 ± 0.45%), followed by local freshwater fish (5.02 ± 0.31%), poultry eggs (4.98 ± 0.28%), and seafood (2.42 ± 0.19%). The obtained protein content data were then statistically analyzed using the non-parametric Kruskal-Wallis test to determine whether there was a significant difference in protein values between the four groups (p = 0.124, η² = 0.15, indicating a small to medium effect size). Major limitations of this practical protocol were identified, including that the simple extraction method selectively isolates only the water-soluble fraction of sarcoplasmic proteins. This leads to systematic underestimation (up to 80-90% deviation) when compared to theoretical total protein literature standards. Methodologically, this study highlights the limitations of standard university extraction protocols. Pedagogically, these data reveal problematic facts that could form the basis for curriculum changes and recommendations for providing better diagnostic tools. 
Mengidentifikasi Kemampuan Berpikir Kritis dan Representasi Multidimensi Siswa dalam Materi Larutan Buffer Menggunakan Alat Elektronik Melalui Jotform Tissa Indah; Susilawati Susilawati; Dedi Futra
Jurnal Tadris Kimiya Vol 11 No 1 (2026)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v11i1.51053

Abstract

Critical thinking and multiple representation skills are essential competencies for meaningful chemistry learning, particularly when students are required to connect macroscopic phenomena, microscopic particle behavior, and symbolic chemical representations. However, evidence regarding students’ achievement in these skills remains limited, especially in the context of buffer solution learning. This study aimed to profile secondary students’ critical thinking and multiple representation skills using a previously validated web-based assessment instrument. A quantitative descriptive design was employed involving 74 eleventh-grade students from three secondary schools in Riau Province, Indonesia. Data were collected through an electronic assessment administered via Jotform and analyzed using descriptive statistics. The assessment measured five critical thinking dimensions (interpretation, analysis, inference, evaluation, and explanation) and three representation levels (macroscopic, microscopic, and symbolic). The findings revealed that students’ critical thinking skills ranged from moderate to good levels across schools, with explanation emerging as the strongest dimension. In terms of multiple representations, students demonstrated better performance in symbolic and macroscopic representations than in microscopic representations. Students from School A achieved the highest scores in both critical thinking and multiple representation skills, whereas students from School B showed the lowest performance. The results indicate that students continue to experience difficulties in interpreting microscopic chemical phenomena despite demonstrating satisfactory understanding of symbolic and macroscopic aspects. These findings provide valuable insights for chemistry educators in designing instructional and assessment strategies that better support the development of higher-order thinking and representational competence in chemistry learning.
Computational Chemistry Software for Developing Deep Conceptual Understanding among Pre-Service Chemistry Teachers Teguh Wibowo; Ariyatun Ariyatun; Annisa Adiwena Putri; Ervin Tri Suryandari; Azlan Bin Kamari; Jajang Muhariyansah
Jurnal Tadris Kimiya Vol 11 No 1 (2026)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v11i1.51648

Abstract

Developing students’ deep conceptual understanding remains a persistent challenge in chemistry education because many chemical phenomena involve abstract molecular-level representations that are difficult to visualize through conventional instruction. Although computational chemistry software (CCS) has been widely used in scientific research, empirical evidence regarding its effectiveness in promoting meaningful conceptual understanding in undergraduate chemistry education remains limited. This study investigated the effectiveness of CCS in enhancing chemistry education students’ deep conceptual understanding. A quasi-experimental nonequivalent control group design was employed involving undergraduate chemistry education students assigned to experimental and control groups. The experimental group learned with computational chemistry software (Gaussian, Avogadro, ChemDraw, and Spartan), whereas the control group received conventional instruction. Students’ deep conceptual understanding was assessed using a validated instrument measuring conceptual connectivity, scientific reasoning and concept application, and higher-order thinking skills. Data were analyzed using independent-samples t-tests, effect size analysis, and structural model evaluation with SmartPLS. The findings revealed that students who learned with CCS significantly outperformed those receiving conventional instruction across all dimensions of deep conceptual understanding (p < .001). Large effect sizes were observed for conceptual connectivity (0.89) and scientific reasoning and concept application (0.85), while a moderate-to-large effect was found for higher-order thinking skills (0.79). The measurement model also demonstrated satisfactory validity, reliability, and model fit. These findings indicate that CCS serves not only as a molecular visualization tool but also as an effective pedagogical resource for supporting scientific reasoning, conceptual integration, and higher-order thinking in chemistry learning. The study contributes empirical evidence supporting the integration of computational chemistry into undergraduate curricula to foster deeper conceptual understanding and digitally enriched chemistry instruction.
Exploring Learning Obstacles in Extraction: A Qualitative Analysis for Systems Thinking-Based Didactical Design Annisa Khairani Putri; Hernani Hernani; Soja Siti Fatimah; Atep Rian Nurhadi; Billy Oktora Abdilah Fauzi
Jurnal Tadris Kimiya Vol 11 No 1 (2026)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v11i1.52383

Abstract

Despite the fundamental role of extraction in chemical analysis, pre-service chemistry teachers often struggle to move beyond procedural understanding toward a holistic grasp of the chemical system. Traditional instruction frequently overlooks the complex interdependencies within extraction processes, creating significant learning barriers. This qualitative preliminary study analyzes learning obstacles (ontogenic, epistemological, and didactic) in the extraction material as a critical step in developing a Systems Thinking-based didactical design. The study also aims to identify how these barriers hinder students’ ability to connect conceptual, procedural, and representational aspects of extraction processes, as well as to provide an empirical foundation for designing more integrative and meaningful chemistry learning experiences. By exploring students’ cognitive difficulties and instructional challenges, this research seeks to support the development of pedagogical strategies that promote system thinking, conceptual integration, and contextual understanding in analytical chemistry education. Data was collected through in-depth interviews with eight pre-service chemistry teachers who had completed Analytical Chemistry courses. The findings reveal that ontogenic obstacles, characterized by fragmented prerequisite knowledge and cognitive unreadiness, are the primary inhibitors of systems thinking. Specifically, students fail to visualize extraction as a dynamic system, leading to a disconnect between macroscopic observations and sub-microscopic interactions (epistemological barriers). Furthermore, didactic obstacles stemming from linear instructional methods were found to reinforce these fragmented mental models. This study concludes that overcoming these complex barriers requires a shift toward system-oriented pedagogical frameworks. Implementing learning-based problem integration and student-centered learning with a visualization map is recommended to facilitate the visualization of complex chemical interconnections and to foster contextual problem-solving skills in chemistry education.
Development of an SSI-Based Chemistry E-Module Integrating Islamic Values to Support Critical Thinking in Chemistry Learning Mimi Herman; Dwivelia Aftika Sari; Ajis Kurniawan; Anisa Anisa; Elvy Rahmi Mawarnis; Hidayat Herman; Akrajas Ali Umar; Muhd Ibrahim
Jurnal Tadris Kimiya Vol 11 No 1 (2026)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v11i1.54235

Abstract

Critical thinking skills are essential competencies in 21st-century education; however, preliminary observations indicate that first-semester Chemistry Education students at UIN Mahmud Yunus Batusangkar tend to have limited critical thinking abilities and focus mainly on theoretical understanding. This study aimed to develop a socio-scientific issues (SSI)–based chemistry e-module integrated with Islamic values and to evaluate its feasibility in terms of validity and practicality. A research and development (R&D) approach using the 4D model (Define, Design, Develop, and Disseminate) was employed, with data collected through expert validation instruments and student response questionnaires involving 12 first-semester students. The results showed that the developed e-module achieved a very high level of validity, with an overall mean score of 3.76. In addition, the practicality assessment yielded an average score of 3.39 on a four-point scale, categorized as practical. These findings indicate that the e-module is feasible for use in chemistry learning. The extent to which this e-module supports students' critical thinking skills has not yet been measured and remains a direction for future research, particularly through effectiveness testing in broader instructional settings.
Chemical Composition and Structural Characterization of a Basil (Ocimum basilicum L.) Leaf Extract–Bionutrient S-367B Composite Yaya Sonjaya; Hasya Fatharani Aliya Yasyfa; Iqbal Mustapha; Billy Oktora Abdillah Fauzi
Jurnal Tadris Kimiya Vol 11 No 1 (2026)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v11i1.54888

Abstract

The excessive use of synthetic pesticides in horticultural production poses serious environmental and health concerns, necessitating the development of eco-friendly alternatives. This study evaluates the effectiveness of a composite biopesticide formulated from basil leaf (Ocimum basilicum L.) extract and Bionutrient S-367B on the functional response and yield of broccoli (Brassica oleracea var. italica). The extract was composited with Bionutrient S-367B at concentrations of 25%, 50%, and 75% and applied at dosages of 5, 7.5, and 10 mL/L. Phytochemical analysis confirmed the presence of alkaloids, flavonoids, saponins, and tannins, with a total phenolic content of 27.624 ± 1.468 mg GAE/g. FTIR characterization revealed key functional groups, including hydroxyl (–OH), aliphatic C–H, carbonyl (C=O), aromatic C=C, and C–N groups, indicating the presence of phenolic and non-phenolic bioactive compounds. The composite treatment showed improved functional response and yield of broccoli, particularly at a 50% concentration with a dosage of 7.5 mL/L, which produced the highest plant height, leaf dimensions, growth rate constant, and harvested biomass. However, statistical analysis indicated that these differences were not significant at the 95% confidence level (P > 0.05) across most measured parameters. These findings suggest that the integration of plant-based biopesticides with bionutrients has the potential to enhance crop performance while maintaining environmental sustainability. This study provides an integrated chemical and agronomic perspective on the application of basil leaf extract–Bionutrient S-367B composites as a promising eco-friendly strategy for sustainable broccoli production.
PEMANFAATAN RIMPANG JAHE MERAH (Zingiber officinale Roscoe) SEBAGAI BIOREDUKTOR DALAM PEMBUATAN NANOPARTIKEL EMAS DAN PENAMBAHAN CARBOXY METHYL CELLULLOSE NATRIUM (CMC-Na) SEBAGAI STABILISATOR Titta Hartyana Sutarna; Hestiary Ratih; Arie Hardian; Dwi Ayudhaningsih
Jurnal Tadris Kimiya Vol 11 No 1 (2026)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v11i1.55429

Abstract

Green synthesis of gold nanoparticles (AuNPs) using plant extracts has attracted increasing attention as an environmentally benign alternative to conventional chemical methods. However, achieving controlled particle size and long-term colloidal stability remains a significant challenge. This study investigated the potential of red ginger (Zingiber officinale Roscoe) rhizome extract as a bioreducing agent for gold-containing colloidal particle formation and evaluated the stabilizing effect of sodium carboxymethyl cellulose (CMC-Na). The extract was characterized through antioxidant and phytochemical analyses before being employed to reduce HAuCl₄. The resulting colloidal systems were analyzed using UV–Vis spectroscopy, polarized microscopy, particle size analysis, zeta potential measurement, and storage stability evaluation. The appearance of a purple-colored dispersion with surface plasmon resonance bands at 550–557.5 nm indicated the formation of gold-containing colloidal particles. Initial particle sizes ranged from 137 to 233.4 nm, with larger particles observed at higher extract concentrations, suggesting concentration-dependent particle growth or aggregation. Phytochemical constituents containing hydroxyl, carbonyl, and carboxyl functional groups are proposed to facilitate Au³⁺ reduction and contribute to the initial capping of the particles. Among the tested formulations, 2% CMC-Na provided the greatest improvement in short-term colloidal stability, delaying aggregation for approximately 14 days. Nevertheless, the substantial increase in hydrodynamic diameter during storage indicates the formation of aggregated or polymer-coated colloidal structures rather than well-dispersed AuNPs. These findings demonstrate the feasibility of red ginger extract for green gold colloid synthesis while highlighting the need for further optimization and advanced characterization to achieve smaller, more uniform, and long-term stable AuNPs.
Microwave-Assisted Synthesis of Eggshell-Derived Hydroxyapatite for Antibacterial Toothpaste Enriched with Avocado Seed Powder and Extract Gabrielle Callista Dwi Putri; Atiek Rostika Noviyanti; Yudha Prawira Budiman; Suryana Suryana; Azman Bin Ma’Amor
Jurnal Tadris Kimiya Vol 11 No 1 (2026)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v11i1.55586

Abstract

Hydroxyapatite (HA) is a biomimetic material widely used in toothpaste due to its structural similarity to dental enamel. This study aimed to develop an antibacterial toothpaste using HA synthesized from eggshell waste via a microwave-assisted method and enriched with avocado seed (Persea americana Mill.). HA was prepared at a Ca/P ratio of 1.67 using EDTA as a chelating agent and characterized by XRD, FTIR, and SEM. The results confirmed the formation of HA with residual calcite and nanoscale morphology. The optimal EDTA:Ca ratio (0.5:1) yielded the highest HA fraction (82.5 wt%) and crystallinity (78.23%). All toothpaste formulations met physicochemical standards, with pH ranging from 8.93 to 10.0, foam stability between 72.4% and 94.1%, and spreadability between 3.0 and 4.7 cm. Antibacterial tests against Streptococcus mutans ATCC 25125 revealed that avocado seed powder exhibited strong initial inhibition (37.7 mm) but decreased after 30 days of storage, while the extract provided more stable activity (10.09 mm). These findings indicate the potential of combining HA with avocado seed derivatives as a natural and sustainable antibacterial toothpaste formulation. The finding that avocado seed extract exhibits more stable antibacterial activity than powder is particularly important for pharmaceutical industries and dental biomaterial development, as it highlights the necessity of using extract-based formulations to ensure long-term efficacy and shelf stability.
Integrasi AI dan Kimia Hijau dalam Perkuliahan Kimia Inovatif Salis Maulida Arismika; Wawan Wahyu
Jurnal Tadris Kimiya Vol 11 No 2 (2026)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v11i2.52514

Abstract

This study aims to identify the challenges and potential applications of Artificial Intelligence (AI) and Green Chemistry in chemistry education and laboratory practices as innovative approaches to chemistry teaching. The research method uses a Systematic Literature Review (SLR) conducted by referring to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Fifteen peer-reviewed articles published in the last four years and indexed in Scopus were selected from several databases, including the Education Resources Information Center (ERIC) and the Multidisciplinary Digital Publishing Institute (MDPI). The review results show that an effective integration strategy needs to position AI as a pedagogical tool for cognitive scaffolding, an object of scientific evaluation, and a medium for academic reflection, while Green Chemistry needs to be positioned as a framework for assessing the efficiency, safety, and environmental impact of chemical processes. This integration requires strengthening lecturer capacity, utilizing AI as a cognitive laboratory, implementing hybrid assessments, and integrating AI ethics into the curriculum. Thus, the integration of AI and Green Chemistry not only contributes to learning innovation but also has the potential to transform Indonesian chemistry education to be more critical, reflective, ethical, and sustainable. It is suggested that these findings serve as a pedagogical framework for educators and policymakers in navigating the digital era.

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