Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) is an electronic journal that covers research findings and ideas in all aspect of chemistry education. Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) is Sinta 3 accredited by the Indonesian Ministry of Higher Education, Science, and Technology (Kemdiktisaintek) as stated by the Directorate General of Research and Development Number 0385/E5.3/KI.02.00/2022 10/C/C3/DT.05.00/2025 about the Scientific Journal Accreditation Ranking Period 1 2025. This Journal is indexed by: ISSN : 2685-0850 (online) ISSN : 2685-0761 (print) Editor in Chief : Freddy Tua Musa Panggabean, M.Pd Publisher : Chemistry Education Study Program, Universitas Negeri Medan DOI Prefix : https://doi.org/10.24114/jipk Issue : 2 Issues annually (April and October)
Development of E-Module Discovery Learning Integrated Science Literacy by Kvisoft Flipbook Maker on Chemical Equilibrium
Chemical equilibrium is an abstract concept illustrated by concrete examples requiring understanding of macro, submicroscopic, and symbolic levels and their interconnections. Observations at SMAN 2 Sidikalang show that learning still relies on textbooks, especially for chemical equilibrium, which limits student engagement and creativity due to minimal technology use. This research aims to obtain the development of an e-module Discovery Learning integrated science literacy by Kvisoft Flipbook Maker on chemical equilibrium to improve student learning outcomes and obtain positive responses from students. This research uses the type of Research and Development (R&D) using a 4D development model. The e-module developed was validated by material experts and media experts, consisting of 2 chemistry lecturers and 1 chemistry teacher. The results of this study are 1) The E-module was deemed highly valid, with average scores of 93.43% from material experts and 95.51% from media experts; 2) Students' response to the e-module was very positive with an average score percentage of 90.84%; 3) The increase in chemistry learning outcomes of students who are taught using e-modules is categorized as high marked by an N-Gain value of 0.84.
Copyright (c) 2025 Jeremi Ramon Lingga, Bajoka Nainggolan
Analysis and Training of Innovative Learning through the Use of the Irydium Application in Basic Chemistry Practicum
The development of technology in education, particularly in chemistry education, demands innovation in laboratory activities to enhance their effectiveness and efficiency. One such innovation is the Irydium Application, a digital-based platform for basic chemistry practicum. This study aims to determine the effectiveness of using the Irydium Application among students of the Chemistry Education Study Program who have completed the School Field Introduction Program (Pengenalan Lapangan Persekolahan/PLP). The research began with a training session on the use of the Irydium Application prior to data collection. A descriptive qualitative method was employed, with data collected through interviews, surveys, and observations to obtain a comprehensive understanding of the changes and impacts associated with the application’s use in basic chemistry practicum activities. The results show that the Irydium Application is highly needed by PLP students to support laboratory practices in schools. However, students were only introduced to this application after the training. Students also agreed that the Irydium Application is easy to install and operate, and it can significantly enhance the effectiveness of chemistry practicum activities in schools. Therefore, the integration of the Irydium Application can serve as an innovative and technology-based approach to improving chemistry learning and practicum experiences.
Copyright (c) 2025 Sitti Fatimah Ramadhani, Muhammad Fajar Islam, Apriani Sulu Parubak
Development of a Chemistry E-module with a STEM-Integrated Project Based Learning Model on Chemical Equilibrium Material
The purpose of this study is to develop an e-module with an Integrated Project Based Learning (PjBL) Model for Science, Technology, Engineering, and Mathematics (STEM) on Chemical Equilibrium, and to measure the level of validity and student response to the e-module. This study uses the Research and Development (R&D) method with a 4D development model that includes the Define, Design, Develop, and Disseminate stages. The research subjects were 39 students of class XI A Plus of SMA Negeri 1 Kutacane in the 2024/2025 academic year. The instruments used included an interview questionnaire, a validation questionnaire from material and media experts, and a student response questionnaire. The validation results by material experts showed a validity level of 97.2%, while the validation results by media experts showed a validity level of 97.3%, both of which are in the very valid category. Meanwhile, the results of the level of practicality by teachers towards the e-module were 92% which was said to be very practical, and the results of the student response questionnaire towards the e-module showed an average value of 92%, which was included in the very practical category.
A Phenomenology of Project Based Learning in Vocational Analytical Chemistry Education
This study aims to explore the challenges, strategies, and impacts of implementing Project-Based Learning (PjBL) in the Analytical Chemistry program at Vocational High Schools (SMK). Using a qualitative phenomenological approach, data were collected through interviews, observations, and documentation involving teachers and students actively engaged in PjBL activities. The analysis followed Moustakas’s phenomenological steps, including data reduction, categorization, and interpretation. The findings revealed three key themes: (1) resource and infrastructure limitations, (2) teachers’ adaptive and innovative strategies, and (3) students’ creativity and entrepreneurial motivation. Despite facing financial and facility constraints, teachers demonstrated resilience by utilizing local resources, modifying learning designs, and applying reflective assessment. Students, in turn, showed high creativity and problem-solving skills by developing innovative chemical-based products that integrated environmental awareness and entrepreneurship. The study concludes that PjBL effectively enhances students’ higher-order thinking, creativity, and motivation in vocational chemistry learning. However, its sustainability depends on institutional support, adequate funding, and collaboration with industry. These findings highlight the importance of developing structured, project-based digital modules to strengthen teacher competence and ensure meaningful, future-oriented learning in vocational education.
Copyright (c) 2025 Debora Silvia, Munzil Munzil, Yahmin Yahmin
Integrating Multiple Representations and Augmented Reality in Maritime Chemistry E-Module Based on IMO 7.04
Chemistry is essential for maritime engineering students, but many concepts are abstract and difficult to understand due to limited resources that integrate macroscopic, microscopic, and symbolic representations. This study aimed to develop and validate a maritime chemistry e-module that combines multiple representations with Augmented Reality (AR) technology, aligned with IMO Model Course 7.04. The research employed the ADDIE development model, consisting of five stages: analysis, design, development, implementation, and evaluation. Data were collected through expert validation sheets and student response questionnaires, and analyzed using percentage analysis. The results showed that the e-module achieved very valid criteria, with average feasibility values of 92.75% for material and 98.09% for media aspects. Student responses indicated high acceptance in terms of appearance, design, ease of use, content comprehension, interactivity, engagement, and perceived benefits, with an overall score of 87.36% classified as very good. In conclusion, the multiple representation-based AR e-module provides maritime engineering students with a practical, contextual, and engaging learning tool, enhancing conceptual understanding in maritime chemistry.
Copyright (c) 2025 Khoirotun Nafillah, Encis Indah Suryaningsih, Aprillina Aprillina
Digital Literacy and Intrinsic Motivation of High-Achieving Students in Chemistry Learning at Senior High School
This study examines the digital literacy and intrinsic motivation of high-achieving chemistry students at SMA Negeri 1 Kerinci in the 2024/2025 academic year, and explores the relationship between these variables. The sample comprised science program students who participated in the National Science Olympiad (KSN). Using a mixed-methods sequential explanatory design, quantitative data were collected through questionnaires based on six digital literacy indicators and three intrinsic motivation indicators, followed by structured interviews for qualitative insights. Results showed that students demonstrated high digital literacy in “Uses to Produce Original Work” and “Considers Source,” but lower performance in “Selects.” Their intrinsic motivation was also high, particularly in learning activity, perseverance, and exam resilience. The Pearson correlation test indicated a significant positive relationship between digital literacy and intrinsic motivation (r = 0.679, p < 0.05), suggesting that improved digital literacy enhances students’ internal drive to learn. Overall, the findings underscore the need to integrate digital literacy into chemistry learning strategies to foster greater motivation and holistic academic achievement among students.
Copyright (c) 2025 Utari Aulia Tianda Saputri, Anggi Desviana Siregar, Tri Saslina
The Relationship Between Interpersonal Communication Skills and Student Problem-Solving Ability in Chemistry Learning
Problem-solving in chemistry is a multifaceted process influenced by both cognitive and social factors, including students’ interpersonal communication skills. This study aimed to examine the relationship between students’ interpersonal communication skills and their problem-solving ability in chemistry learning. A quantitative correlational design was employed, involving 157 eleventh-grade students from SMA Labschool Jakarta, Cibubur, and Cirendeu. Students’ problem-solving ability was measured using a multiple-choice multiple-answer (MCMA) test, while their interpersonal communication skills were assessed using the Interpersonal Communication Competence Scale (ICCS). The results showed a significant but weak positive correlation (r = 0.294) between the two variables, indicating that students with stronger interpersonal communication skills tend to perform better in solving chemistry problems. Although the contribution of interpersonal communication was relatively small, it suggests that social interaction and communicative engagement play a meaningful role in supporting cognitive performance. These findings underscore the importance of fostering interpersonal communication within chemistry education to enhance students’ problem-solving outcomes.
Copyright (c) 2025 astri fadilah, Achmad Ridwan, Yuli Rahmawati
The Relationship Between Collaborative Skills and Chemistry Learning Achievement
Abstract: This study investigates the relationship between students’ collaborative skills and their achievement in chemistry learning, particularly on the topic of acid–base concepts. Collaborative ability plays an essential role in supporting effective learning and knowledge construction, especially in cooperative classroom settings. The research involved 255 eleventh-grade students who completed both a collaborative skills questionnaire and a chemistry achievement test. The collaborative skills instrument consisted of 23 items covering 11 dimensions, while the achievement test assessed students’ understanding of acid–base concepts. Data were analyzed using Spearman’s correlation after confirming normality and identifying a non-linear relationship. The results revealed a positive and significant correlation between collaborative skills and learning achievement (r = 0.501; p < 0.001), with a determination coefficient of 25.1%. These findings indicate that students with stronger collaborative skills tend to achieve higher levels of conceptual mastery in chemistry. Overall, the study emphasizes the importance of developing collaboration competencies to enhance academic performance in science learning.
Copyright (c) 2025 Dinnah Raihanah, Achmad Ridwan, Yuli Rahmawati
The Effectiveness of Deep Dialogue/Critical Thinking (DD/CT) Instruction on Scientific Reasoning Ability
Science inherently involves a process of reasoning, fostering honest, objective, critical, systematic, and creative attitudes, and shaping one's character and thought patterns to support informed conclusion-making. The Deep Dialogue/Critical Thinking (DD/CT) learning model is considered innovative as it encourages student activeness in the learning process by prompting them to seek knowledge and discover concepts, often leveraging technology to maximize interaction. This study investigated the impact of the DD/CT learning model on the mathematical reasoning ability of tenth-grade students at FKIP Universitas HKBP Nommensen. This research employed a quantitative approach, utilizing a quasi-experimental pretest-posttest control group design that involved both experimental and control classes. The research instruments underwent validity, reliability, discrimination, and difficulty testing, and the data met the prerequisites for normality and homogeneity. An independent t-test (α = 0.05) yielded a p-value of 0.004, indicating a statistically significant difference between the groups. Therefore, the DD/CT model has a positive effect on students’ mathematical reasoning skills.
deep dialogue / critical thinking (DD/CT)
Copyright (c) 2025 Erna Helena M Tampubolon, Christina Sitepu
Development of Augmented Reality-Based Mobile Learning Media on Molecular Shapes for High School Students
Chemistry learning on molecular shapes remains challenging due to the abstract and three-dimensional nature of the concept, while existing learning media often fail to provide interactive visualization. This study aims to develop and evaluate an Augmented Reality (AR)-based mobile learning media to improve students’ understanding of molecular geometry. The research employed a Research and Development (R&D) approach using the ADDIE model through stages of analysis, design, development, implementation, and evaluation. The developed AR media visualizes 3D molecular models that can be manipulated via smartphones. Expert validation results indicated that the media was highly feasible, while student trials showed significant improvements in learning outcomes (N-Gain = 0.65) and motivation. The findings suggest that AR technology effectively supports the comprehension of abstract chemical concepts and offers an innovative solution for technology-integrated learning in 21st-century classrooms.
Copyright (c) 2025 Fandel Affection Christensen Zalukhu, Freddy Tua Musa Panggabean
The Influence of the Discovery Learning Model Assisted by Kahoot Media on Learning Outcomes
This study examined the effect of the Discovery Learning model assisted by Kahoot media on students' activities and learning outcomes on the topic of atomic structure. This study involved students of class X IPA SMA IT Jabal Noor Medan, with purposive sampling selecting class X PSP B as the experimental class (Discovery Learning with Kahoot) and class X PSP A as the control class (conventional learning). The test and non-test instruments used were valid, and the data met the assumptions of normality and homogeneity. The results showed that the experimental class achieved a higher average activity score (87.6) than the control class (76), with a significant difference (t count = 6.305 > t table = 2.023). The N-Gain score of the experimental class (0.83) also exceeded the N-Gain score of the control class (0.75). These findings indicate that the Discovery Learning model assisted by Kahoot is effective in increasing students' activities and learning outcomes in studying atomic structure.
Copyright (c) 2025 PUTRI KARMINA, Ratna Sari Dewi
Needs Analysis of Innovative Chemistry Teaching Materials Integrated with Ethnopedagogy Oriented to 21st Century Learning
21st-century education emphasizes six core competencies: critical thinking, creativity, collaboration, communication, character, and citizenship. However, the PISA 2022 results indicate that Indonesia’s performance remains relatively low, highlighting the need for improvement in developing students’ essential skills. This study aims to analyze the needs for innovative chemistry teaching materials that are integrated with ethnopedagogy and oriented toward 21st-century learning as an effort to enhance students’ 21st-century competencies. This research employed a descriptive qualitative approach conducted at SMP Negeri 1 Sei Bingai, Langkat Regency, using interviews, observations, and document analysis. The data were analyzed through four stages: data collection, data reduction, data presentation, and conclusion drawing. The results showed that the current science textbooks do not adequately support the development of 21st-century skills, and teachers reported that students’ competencies in this area remain low. All science teachers expressed the need for teaching materials integrated with ethnopedagogical. Furthermore, 74% of students indicated a need for innovative learning materials, 90% desired the integration of ethnopedagogy, and 94% supported the implementation of 21st-century learning approaches. These findings highlight the need for innovative, contextual, and culturally based chemistry materials to enhance students’ 21st-century skills and learning experiences.
Copyright (c) 2025 Siswanto, Anjany Tasya Surabika Br Tarigan, Ramlan Silaban, Manihar Situmorang
Developing a Problem-Based Student Worksheet Integrated with Scientific Literacy in Thermochemistry
The purpose of this study was to determine the feasibility and student response to the development of a Problem-Based Integrated Science Literacy Student Worksheet (LKPD) for Thermochemistry. The study used Research and Development (R&D) with the 4D development model (Define, Design, Develop, Disseminate). Purposive sampling was used to select 35 students from class XI IPA 1 of SMA Negeri 1 Bangun Purba as the experimental class. The instruments used were a BSNP-based feasibility assessment sheet and a student response questionnaire. The results showed that the developed LKPD was valid and highly suitable for use. This was demonstrated by the average feasibility score of 3.62. The results of the student response questionnaire showed an average score of 3.65, indicating a high level of student interest. It can be concluded that the development of a Problem-Based Integrated Science Literacy Student Worksheet (LKPD) integrated with science literacy is highly effective as a supplementary teaching material in schools because it can improve students' critical thinking skills and motivation to learn thermochemistry.
The Effect of FSLC Model with Crossword Media on Interest and Learning Outcomes
The FSLC (Formulate Share Listen Create) model is a cooperative learning approach. This study compares the FSLC model with crossword media to a conventional PowerPoint-based model and examines the correlation between students' learning outcomes and interest. The sample included 25 purposively selected students per class for experimental and control groups with similar backgrounds. Using a pretest-posttest control group design, the experimental class learned electrolyte and nonelectrolyte solutions via FSLC with crossword puzzles, while the control class used PowerPoint. Results showed higher average interest (86.60 vs. 80.40) and outcomes (83.30 vs. 79.70) in the experimental group, with F_calculated > F_table. A strong correlation was found between interest and outcomes in the experimental class (r = 0.931 > r_table = 0.396), with a determination index of 11%, indicating a positive relationship.
Development of Intertextual-Based Learning Videos on Corrosion Concept
This study aimed to develop and evaluate an intertextual-based instructional video on the topic of corrosion by integrating macroscopic, submicroscopic, and symbolic representations within a constructivist multimedia framework. The development followed the ADDIE model through five stages: analysis, design, development, implementation, and evaluation. The video, divided into three segments—corrosion process, prevention methods, and influencing factors—was validated by experts in content, pedagogy, and media. Validation results showed high feasibility with scores of 84.2% (content), 93.75% (pedagogy), and 88.86% (media), all categorized as “Very Good.” Teacher responses averaged 97.29%, while student responses reached 100%, indicating excellent clarity, contextual relevance, and engagement. Minor revisions related to narration and animation sequencing were implemented based on expert feedback. The main innovation of this study lies in combining intertextual contexts with multilevel chemical representations to make abstract electrochemical processes more accessible. The developed video is feasible for use as a teaching aid in electrochemistry and has potential for adaptation to other chemistry topics requiring multiple representations.
Copyright (c) 2025 Nabilla Novia Rachmawati, Wiji Wiji, Sri Mulyani
Motivation and Learning Outcomes in Acid-Base Topics Using Video-Assisted PBL and Discovery Learning
This study used a mixed qualitative and quantitative approach with 25 purposively selected students divided into two experimental classes. Experimental Class 1 learned acid-base material using Problem Based Learning (PBL), while Experimental Class 2 used Discovery Learning (DL), both assisted by learning videos. Pre-tests and post-tests were conducted to measure learning outcomes and motivation. Results showed average post-test scores of 82.00 for PBL and 76.40 for DL. Students with high motivation scored higher in both models (PBL: 74.27; DL: 74.36) compared to those with low motivation. A significant linear relationship was found between motivation and learning outcomes in both learning models.
The Effect of Problem-Based Learning and E-Modules on Student Motivation and Learning Outcomes in Hydrocarbons
This research conducted at SMA Negeri 2 Doloksanggul aims to: (1) determine the effect of the Problem-Based Learning (PBL) model assisted by E-Modules (4D) on improving student learning outcomes in hydrocarbon topics; (2) assess the influence of this model on increasing student learning motivation; and (3) examine the correlation between learning motivation and improved learning outcomes. Student learning outcomes in Experimental Class I improved by 82.29%, while in Experimental Class II, the improvement was 78.06%. Motivation scores averaged 79.94% in Experimental Class I, compared to 74.89% in the control class. The correlation test revealed a significant positive relationship between motivation and learning outcomes, with rtable < rcount (0.674 < 0.744), thus confirming that increased motivation contributes to improved academic performance. These findings support the use of E-Module-assisted PBL as an effective approach to enhance both student motivation and learning outcomes.
Development of Chemistry Learning Module Based on Discovery Learning on the Periodic Properties of Elements
21st century education requires students to develop competitive skills known as 4C skills. This study aims to: (1) determine the feasibility of the discovery learning-based module that has been developed. (2) determine the practicality of using the discovery learning-based module that has been developed. This study was conducted with a Research & Development approach using the 4D model. This study was conducted at SMAN 1 Tiganderket. The results of this study indicate that the discovery learning module that was developed obtained an average validation of materials and media of 3.2 and 3.1 (feasible) while the average teacher response was 98% and student response was 99.76% (very good). This shows that the discovery learning module on the material of periodic properties of elements that was developed is feasible and very good for use in chemistry learning in high school.
Analysis of Students’ Learning Outcomes Using Problem-Based Virtual Lab and Monopoly on Reaction Rates
Learning outcomes constitute a fundamental metric in assessing the effectiveness of the educational process, as they encapsulate students' comprehension, mastery, and practical application of the knowledge and skills imparted during instruction. Within the educational framework, these outcomes function not only as indicators of the efficacy of pedagogical approaches and instructional media but also as essential references for the continuous evaluation and enhancement of teaching quality. This research seeks to examine the learning outcomes of students who were instructed using Virtual Lab and Reaction Rates Monopoly media, both implemented through a Problem-Based Learning (PBL) model. The participants in this study were students from classes XI Bio I and XI Bio II at SMAN 18 Medan, selected through purposive sampling techniques. Data analysis was conducted using a one-tailed t-test at a significance threshold of α = 0.05. The findings revealed that: (1) the mean learning score of students engaged with the problem-based Virtual Lab was 80.22, whereas those using the problem-based Reaction Rate Monopoly media achieved an average score of 70.00; and (2) students exposed to the problem-based Virtual Lab media attained significantly higher learning outcomes compared to their counterparts who used the problem-based Reaction Rates Monopoly media.
Development of Chemistry E-Modules Based on Augmented Reality Technology on Hydrocarbon Material
This study aims to develop an Augmented Reality (AR)-based chemistry e-module on hydrocarbon material for use in learning at SMAS Cerdas Murni. Hydrocarbons are considered a challenging topic for students due to their abstract nature. The research adopts a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate), but is limited to the Develop stage. The development process involved expert validation and user responses to determine the module's feasibility. Validation results showed scores of 90.91% from material experts and 92% from media experts, both categorized as highly feasible. Additionally, teacher responses reached 99% and student responses 91.34%, indicating a strong positive reception. These results demonstrate that the AR-based e-module is not only valid and practical but also effectively supports interactive and innovative learning. It is suitable for enhancing students’ understanding of abstract chemical concepts, particularly hydrocarbons, and shows promise for broader implementation in the classroom.
The effectiveness of Wordwall and Macromedia Flash on ProblemBased Student Learning Outcomes on Acids-Bases
Quality education requires a learning system that can develop the potential of students, one of which is through the development of effective learning media and models. However, in practice, learning media are often not used, learning models are monotonous, students' problem-solving abilities are low, and student activities are passive, resulting in low learning outcomes, especially in acid-base material. This study aims to determine the significant differences in learning outcomes between students using Wordwall and Macromedia Flash problem-based media on acid-base material in grade XI, as well as to assess the effectiveness of both media. The research method employed purposive sampling with a Two Group Pretest-Posttest design. Data were collected through cognitive learning achievement tests and analyzed using the Kolmogorov-Smirnov normality test, Levene's test for homogeneity, two-tailed t-test, two-way ANOVA, and N-Gain test with SPSS 26.0. The results of the study indicate that the learning outcomes of students using the Macromedia Flash media with the problem-based learning model were higher than those using the Wordwall media on acid-base material
The 4STMD Method for a Contextual Colloid Module on Tofu Waste Coagulation
The abstract nature of chemistry often leads to low student comprehension, a problem exacerbated by a lack of teaching materials that connect concepts to real-world situations. This research aimed to develop a valid, practical, and effective contextual teaching module on the colloid system using Four Steps Teaching Material Development (4STMD) method. The research following the stages of Design, Development, and Evaluation (DDE). The module's unique context is the application of colloid chemistry principles to the treatment of tofu liquid wastewater using Moringa oleifera seeds as a natural coagulant. The development process followed the four stages of 4STMD: Selection, Structuring, Characterization, and Didactic Reduction. The module's quality was evaluated by three expert chemistry teachers and tested for understandability with 63 high school students. The results of the expert validation indicated that the module is Very Feasible, with high scores in content (95.2%), language (85.7%), presentation (93.7%), and graphical feasibility (85.3%). Furthermore, the student understandability test yielded an average score of 93.33%, categorizing the module as "High" and suitable for independent learning. It is concluded that the 4STMD method successfully produced a viable and effective contextual module that bridges the gap between abstract chemical concepts and their practical, sustainable applications.
Four Steps Teaching Material Development
Copyright (c) 2025 Bagas abdurachman, Sjaeful Anwar, Ijang Rohman
Application of 4STMD Method in Developing Colloid Chemistry Materials for Agricultural Product Processing Vocational Schools
Chemistry learning in Vocational High Schools (SMK), particularly in the Agribusiness Processing of Agricultural Products (APHP) expertise program, has not been fully integrated with vocational contexts, leading to students' low motivation and limited understanding of chemistry concepts. This study aims to develop a contextual chemistry learning module on colloidal systems using the Four Steps Teaching Material Development (4S-TMD) method. The research employed a Research and Development (R&D) approach following the DDE model (Design, Develop, Evaluate). The process included the design and initial development phases, namely selection and structuring stages. The selection phase resulted in five competency achievement indicators and ten concept labels compiled from 14 reference sources. The structuring phase produced a concept map, macro structure, and multi-level representations (macroscopic, sub-microscopic, and symbolic), all designed to enhance students' comprehensive understanding. The developed module shows potential in improving the relevance of chemistry instruction to vocational practices in SMK. Further research is recommended to proceed with the characterization and didactic reduction stages to optimize the readability and accessibility of the learning materials.
Influence of Ethnopedagogical Materials and Problem Based Learning on Students Learning Interest and Critical Thinking
The cultural wealth of Indonesia has great potential in chemistry education, but it has not been optimally utilized. Materials such as reaction rates can be contextualized through traditional processes, such as the fermentation of tuak. The lack of relevant teaching materials impacts students' low interest and critical thinking skills. Therefore, an innovation in the form of ethnopedagogy-based Student Worksheets with a Problem Based Learning model is needed to create meaningful learning. This study uses a quantitative approach with a quasi-experimental method. The instruments used consist of 5 essay questions to measure critical thinking skills and a questionnaire containing 20 statements to measure learning interest. A hypothesis test was conducted using a one-tailed Independent Sample T-Test. The results show that the average learning interest of students in the experiment class is higher compared to the control class, namely 90.25 and 85.625, respectively. Meanwhile, the average posttest score for students' critical thinking ability in the experimental class reached 92.25 higher than the control class, which scored 83.5. This shows that the use of Student Worksheet based on ethnopedagogy and Problem Based Learning has an influence on students' learning interest and critical thinking.
Development of Integrated Digital Pop-Up Book Media Using PBL Model for HOTS Science Literacy
Low Science Literacy and limited PBL-based learning media encourage the need for media development that can improve students' HOTS. This study aims to develop a Pop-Up Book Digital learning media integrated with the Problem-Based Learning model and test the validity and practicality of the media on stoichiometry material. This study uses the Research and Development (R&D) method with the ADDIE development model. The sample was 3 lecturers who are media and material experts from the chemistry department, 1 chemistry teacher, and students of Class X-C at SMAS Imelda Medan. The data collection instrument used a questionnaire adopted from BSNP based on the Likert Scale. The results of the study showed that the developed media was declared valid based on the average percentage of material experts of 85.15%, media experts of 98.33% and educator assessments of 88.54% with very high validity criteria. In addition, the developed learning media is included in the very good criteria reviewed from the response of students, with an average percentage of 87.89%. Thus, it can be concluded that the Pop-Up Book Digital media integrated with the Problem-Based Learning model can be used in chemistry learning of stoichiometry material at SMA Swasta Imelda Medan.
Online Blended Learning Model to Improve Learning Independence and Learning Outcomes of High School Students
The shift to online learning during the COVID-19 pandemic has challenged students’ ability to learn independently, highlighting the need for effective teaching models to support both autonomy and achievement. This study aims to evaluate the effectiveness of a blended learning model in improving learning independence and chemistry learning outcomes among XI-grade science students at SMA Zion. A classroom action research (CAR) design was employed over two cycles, each comprising planning, action, observation, and reflection phases. The intervention integrated synchronous (real-time online) and asynchronous (independent) learning activities. Thirty-four students participated. Learning independence was measured using a questionnaire, and learning outcomes were assessed through multiple-choice tests on hydrocarbon compounds. In Cycle I, students exhibited low learning independence (57.71%) and achievement (29.41% reached the minimum completion standard). Following targeted improvements such as learning journals, motivational strategies, and instructional videos in Cycle II, both indicators improved markedly: learning independence rose to 76.94%, and 82.35% of students met the minimum standard. The findings demonstrate that the blended learning model significantly enhances both learning independence and academic achievement, emphasizing the importance of innovative, adaptable pedagogical strategies in online education settings.
A Needs Analysis of Inquiry-Based Virtual Laboratory for Acid–Base Titration
Traditional instructional methods, such as PowerPoint and video presentations, often fall short in promoting deep understanding and student engagement, particularly in complex topics like acid–base titration. This study investigates the need for innovative, inquiry-based learning resources integrated with virtual laboratories to support instructional improvement in analytical chemistry. A descriptive qualitative approach was used, involving in-depth interviews with a lecturer and a student, as well as questionnaires completed by 29 students. The findings reveal widespread dissatisfaction with current learning resources due to limitations in interactivity, completeness, and applicability. Most students strongly agreed on the need for enhanced instructional materials, inquiry-driven learning models, and simulation-based tools. A feasibility assessment of existing materials showed high scores in language clarity but highlighted the need for improvements in content quality and visual presentation. These results underscore the importance of combining guided inquiry with virtual laboratories to enhance conceptual understanding, engagement, and critical thinking. The study contributes practical insights for designing more effective learning environments in chemistry education, especially in settings with limited access to physical laboratory facilities.
Development of a PjBL-Based Digital Flipbook Module on Chemical Bonding for Grace XI Students
Enhancing student engagement and conceptual understanding in chemistry requires innovative and interactive learning materials. This study aims to develop and evaluate a flipbook module based on Project-Based Learning (PjBL) for chemical bonding content. The research adopted the 4D development model—Define, Design, Develop, and Disseminate—focusing on content validity, student responses, and effectiveness in improving learning outcomes. Expert evaluations confirmed the module’s high validity, and student feedback indicated strong approval in terms of content, presentation, and language. The module also demonstrated moderate effectiveness in enhancing students' conceptual understanding, as shown by learning gains. These findings suggest that the PjBL-based flipbook module is feasible, pedagogically appropriate, and positively received, making it a valuable resource for supporting active and student-centered chemistry learning in high school settings.
Contextual Learning of Bioethanol: Effect of NPK and Urea Application on Production from Pineapple Waste
The global energy crisis drives the search for environmentally friendly renewable energy sources, one of which is bioethanol. This research aims to determine the effect of NPK and urea on bioethanol production. The method used research is experimental method, The production process includes the hydrolysis stage using 5% HCl, fermentation for 7 days with Saccharomyces cerevisiae, purification through distillation, measure alcohol content using an alcohol meter. Variations of materials such as pineapple peels, pineapple leaves, and a combination of both, as well as the influence of nutrient addition during the fermentation process, by adding nutrients in the form of NPK, Urea, and a combination of both. The research results show that pineapple peels treated with urea produced the highest alcohol content at 17%. Pineapple leaves showed the highest yield at 5%. in the treatment, the combination of pineapple skin and leaves showed the highest content of 8% in the single NPK treatment. The use of pineapple peels is more effective than pineapple leaves. application of nutrients, especially NPK, has been proven to enhance fermentation efficiency, particularly on more complex substrates. This research shows that NPK and urea have an influence on the production of bioethanol from pineapple peels and leaves.
Implementation of STEM-Based PBL with Quizizz and Mentimeter Media on Student Learning Outcomes
An effective learning model and appropriate media are essential to optimize students’ understanding and learning outcomes. This study aims to find out if there are differences in student learning results when using the Problem-Based Learning STEM model with Quizizz media compared to Mentimeter media. This study uses a quantitative method with an experimental design and a sample selected through random sampling, consisting of two experimental groups taught using the STEM-based Problem-Based Learning model with different media, namely Quizizz and Mentimeter. The research instrument is a validated multiple-choice learning outcome test, and the data are analyzed using normality and homogeneity tests, as well as hypothesis testing with paired sample t-test and independent t-test. The paired sample t-test results showed a significant improvement in learning outcomes before and after the treatment in both classes (significance 0.000 ≤ 0.05), while the independent t-test results indicated a significant difference in learning outcomes between the two experimental classes (significance 0.000 ≤ 0.05). The implementation of the STEM-based ProblemBased Learning model with the help of digital learning media (Quizizz and Mentimeter) is effective in improving students' learning outcomes on stoichiometry material; however, Quizizz proved to be superior to Mentimeter in this study.