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 Discovery Learning E-Module Integrated with PhET Simulation on Reaction Rate Material
This study aims to analyze the need for a discovery learning-based e-module integrated with PhET simulation on reaction rates for grade XI senior high school and to evaluate its feasibility based on BSNP criteria. The research employed the Research & Development (R&D) method with the 4D model (define, design, develop, disseminate), limited to the develop stage. Instruments included interview guides, student needs questionnaires, and validation sheets. The findings revealed that the chemistry learning process at SMAN 14 Medan remains teacher-centered with lecture methods, causing students to be passive and struggle with conceptual understanding. Teaching materials are confined to textbooks, with no e-modules available. The developed e-module fulfilled the BSNP criteria, achieving average validity scores of 90.27% (material aspect) and 88.68% (media aspect), both in the highly valid category. The novelty of this study lies in integrating discovery learning with PhET simulation into an e-module for reaction rate topics, offering an interactive alternative to conventional textbooks. Keywords: e-module; discovery learning; phet simulation; reaction rate
Copyright (c) 2026 Yonaria Agustina Sianturi, Jamalum Purba
Differences Between the PjBL and IBL Models Assisted by Animated Videos on Chemistry Learning Outcomes
Understanding chemical bonding remains challenging for secondary school students’ due to its abstract nature, often leading to suboptimal learning outcomes. This study investigates the effect of instructional models on students’ learning outcomes by comparing Project-Based Learning (PjBL) and Inquiry-Based Learning (IBL) supported by animated video media. A quasi-experimental design with a non-equivalent control group pretest–posttest approach was employed. The sample consisted of Grade X students’ at SMA Negeri 11 Medan, selected through purposive sampling and divided into two experimental groups. Data were analyzed using Shapiro–Wilk normality test, Levene’s homogeneity test, and Independent Sample t-test. The results indicate a statistically significant difference between the groups Sig. (2-tailed) < α (0.007 < 0.05), with higher mean scores observed in the PjBL group. The effect size (Cohen’s d = 1.01) suggests a large and practically meaningful impact. These findings demonstrate that PjBL, when integrated with animated video media, is more effective than IBL in improving students’ understanding of chemical bonding. The study highlights the importance of aligning instructional models with appropriate learning media to enhance conceptual learning outcomes.
Copyright (c) 2026 Anggita Ardiani Efendi Nasution, Freddy Tua Musa Panggabean
Effectiveness of Discovery Learning with Genially for Improving Students’ HOTS Science Literacy on Chemical Bonding
Higher Order Thinking Skills (HOTS) and scientific literacy are important competencies for students in learning chemistry, especially on abstract topics such as chemical bonding. This study aims to determine the effect of the Discovery Learning model assisted by interactive Genially media on students’ HOTS scientific literacy skills. The study was conducted on 10th grade students at SMA Negeri 2 Percut Sei Tuan on the topic of chemical bonding. This research employed a quantitative pre-experimental method using a one-group pretest-posttest design. The sample consisted of 30 students selected through random sampling techniques. Data were collected using pre-test and posttest instruments designed to measure students’ HOTS scientific literacy skills before and after the implementation of the Discovery Learning model with Genially media. Data analysis included normality tests, paired sample t-tests (right-tail), and N-Gain analysis. The results showed that the average score increased from 34.4 in the pre-test to 59.8 in the post-test. The paired sample t-test produced a significance value of 0.002 (p < 0.05), indicating that the treatment had a significant effect on students’ HOTS scientific literacy skills. In addition, the N-Gain score of 0.34 indicated a moderate level of improvement. In conclusion, the Discovery Learning model assisted by interactive Genially media is effective in improving students’ HOTS scientific literacy skills on chemical bonding.
Copyright (c) 2026 Deka Agustini Laia, Iis Siti Jahro
The Influence Of Google Sites Based Computational Chemistry Media Using A Problem Based Learning
The purpose of this study was to determine how students' learning outcomes and motivation regarding reaction rates are affected by the use of Google Sites, a computational chemistry-based learning tool. Taman Siswa High School, Medan Area District, Medan City and the Computational Chemistry Lab of the Chemistry Department, Faculty of Mathematics and Natural Sciences (FMIPA) were the locations of this study. The population consisted of 11th grade students, namely 8 classes at Taman Siswa High School, Medan. The sample consisted of 11th grade MIPA-1 students as the experimental class and 11th grade MIPA-2 students as the control class. The results of the posttest hypothesis test using the t-test indicate this, with Ttest > Ttable = 4.71 > 1.671. The t-test for student learning motivation revealed that Ttest > Ttable = 2.26 > 1.671. A very strong relationship of 0.917 was found between student learning outcomes and motivation.
Copyright (c) 2026 Gideon Surya Perdana Rajagukguk, Juanda Sinaga, Asep Wahyu Nugraha
Development of E-Module Based on Higher Order Thinking Skills Integrated with Discovery Learning for Thermochemistry
This study addresses the challenges of learning thermochemistry, which is often difficult for students due to abstract concepts and complex computational requirements. To resolve issues related to low engagement and high misconception rates, this research developed a Higher Order Thinking Skills (HOTS) based e-module integrated with the Discovery Learning model using the 4D development framework. The e-module was designed as an interactive flipbook utilizing Canva and the Heyzine platform. Results demonstrate that the e-module is highly feasible, with validation scores of 3.32 from media experts and 3.31 from material experts. Response tests yielded very positive ratings from both teachers and students, highlighting its usability and engaging visual design. Implementation significantly improved learning outcomes, as the student mean score rose from 37.57 to 86.52, achieving a Normalized Gain of 0.79, which is categorized as high effectiveness. This success is attributed to the integration of Discovery Learning syntax, which encourages students to construct knowledge independently. By combining digital technology with HOTS-oriented tasks, this e-module serves as an effective instructional tool that successfully bridges the gap between theoretical chemistry and real-world applications in 21st-century education.
Copyright (c) 2026 Mella Amilasti Naila, Haqqi Annazizli Nasution
Development of Google Sites Web Learning Media Integrated Problem Based Learning Model on Hydrocarbon Material
This research aims to develop a Google Sites–based web learning media integrated with the Problem Based Learning (PBL) model on hydrocarbon material for senior high school students. The research was conducted at SMA Negeri 2 Percut Sei Tuan using a Research and Development (R&D) approach with the 4D development model, consisting of Define, Design, Develop, and Disseminate stages. The subjects of the study were 34 students of class XI-E. Data were collected through interviews, validation questionnaires, learning outcome tests (pretest and posttest), and teacher and student response questionnaires. The feasibility of the developed media was assessed by material and media experts based on BSNP standards. The results showed that the Google Sites web learning media integrated with the PBL model was categorized as very feasible, with an average validation score of 3.58 for material aspects and 3.51 for media aspects. The effectiveness of the media was indicated by a significant improvement in students’ learning outcomes, with the average pretest score increasing from 36.76 to a posttest score of 87.20 and an N-gain value of 0.79, which falls into the high category. Furthermore, teacher and student responses toward the developed media were very positive, indicating high interest, clarity of material, and ease of use. These findings suggest that Google Sites web learning media integrated with the PBL model is effective in improving students’ understanding and learning outcomes in hydrocarbon material and can be used as an innovative alternative learning media in chemistry instruction.
Copyright (c) 2026 Tira Kania Pardosi, Haqqi Annazili Nasution
Effectiveness of PhET Simulation in Acid–Base Practicum for Maritime Engineering Students: Alignment with IMO Model Course 7.04
This study aims to examine the effectiveness of PhET Simulation in acid–base practicums for maritime engineering students. The study addresses common challenges in basic chemistry practicums, including limited laboratory facilities, restricted practicum time, and students’ low conceptual understanding. As a novel contribution, this study provides empirical evidence on the use of interactive virtual simulations in the context of maritime vocational education aligned with IMO Model Course 7.04. A pre-experimental one-group pretest–posttest design was employed involving 72 first-semester students. Data were collected using a validated and reliable multiplechoice test and analyzed using non-parametric statistical methods. The results indicate a significant improvement in students’ learning outcomes after the implementation of PhET Simulation. These findings suggest that virtual laboratory simulations are an effective alternative to support conceptual understanding in acid–base learning. Furthermore, this study highlights the potential of integrating digital simulation tools into maritime chemistry education to support competency standards outlined in IMO Model Course 7.04.
Copyright (c) 2026 Khoirotun Nafillah, Helena Devi Ariyani, Kirtyana Nindita, Fajar Sari Kurniawan, Ahmad Umam Aufi
Development of a Citizen Science–Based Thermochemistry Module Oriented toward Scientific Literacy and Environmental Awareness
This study aimed to develop and evaluate a Citizen Science–based thermochemistry teaching module as an innovative learning resource in senior high school chemistry. The study employed a research and development design using the ADDIE model, encompassing analysis, design, development, implementation, and evaluation stages. The participants were 119 eleventh-grade students from a public senior high school in Gorontalo. Data were collected through expert validation, teacher and student practicality questionnaires, scientific literacy tests, and environmental awareness questionnaires. The results indicated that the developed module achieved high validity and practicality and demonstrated effective learning outcomes, as reflected in improved scientific literacy and increased levels of environmental awareness after implementation. The novelty of this study lies in the integration of the Citizen Science approach into a thermochemistry module that explicitly connects abstract energy concepts with authentic environmental exploration activities, an area that has been rarely addressed in chemistry education research. These findings suggest that the developed module is feasible and pedagogically meaningful for supporting scientific literacy and environmental awareness in senior high school chemistry learning.
Copyright (c) 2026 Rahmatiya Abdjul, Astin Lukum, Deasy Natalia Botutihe
Self-Assessment on Digital Pedagogy of Indonesian Gen Z Student-Teachers
The rapid advancement of digital technology requires pre-service teachers to possess strong digital pedagogical skills to design and implement effective learning in the digital era. This study aimed to analyze the digital pedagogy skills of Generation Z pre-service chemistry teachers and examine differences based on gender and the number of software applications used. A survey method was employed involving 158 pre-service chemistry teachers from seven State Islamic Universities in Indonesia. Data were collected using a five-point Likert-scale questionnaire covering three dimensions: pedagogical orientation, pedagogical practices, and digital pedagogical competencies. The data were analyzed descriptively and using an independent samples t-test and one-way ANOVA. The findings showed that the respondents’ digital pedagogy skills were generally in the good category, with pedagogical orientation obtaining the highest mean score, followed by pedagogical practices and digital pedagogical competencies. No significant differences were found based on gender or the number of software applications used. These results indicate that although Generation Z pre-service chemistry teachers are familiar with digital technology, their ability to integrate technology pedagogically still requires further strengthening through relevant training and practical learning experiences.
Copyright (c) 2026 Safira Afifah Sabrina, Jamil Suprihatiningrum
Analysis of Chemistry Laboratory Management at SMA Negeri 2 Percut Sei Tuan
This study analyzes the management of the chemistry laboratory at SMA Negeri 2 Percut Sei Tuan by integrating aspects of facilities, administration, organization, safety, and waste management. A descriptive qualitative approach was employed using observation, interviews, and documentation to obtain a comprehensive understanding of laboratory practices. The findings indicate that the laboratory has met basic operational standards and is classified as a Type I laboratory based on PERMENPAN No. 3 of 2010. However, several gaps were identified between facility availability and effective management. These include non-functional infrastructure, incomplete administrative records such as the absence of chemical labeling and stock cards, limited safety facilities (e.g., fire extinguishers and eye wash stations), and inadequate waste management practices. The study highlights that laboratory quality is determined not only by physical resources but also by the integration of management systems, safety implementation, and sustainability practices. The main contribution of this research lies in providing a comprehensive framework for evaluating school laboratory management holistically. Practically, the findings suggest the need for digital inventory systems, improved safety facilities, structured waste management, and regular occupational safety training. This study offers important implications for developing effective, safe, and sustainable chemistry laboratory management in secondary education.
Copyright (c) 2026 Elisabeth Frenklin Pangaribuan, Nurfajriani, Aulia Hutasuhut, Vesa Veorrela
Analysis of Chemistry Laboratory Management at Sultan Iskandar Muda Senior High School Medan
This study aims to describe the management of the chemistry laboratory at Sultan Iskandar Muda Private Senior High School in Medan. Using a descriptive qualitative approach through observation, interviews, and documentation, the findings reveal that laboratory management has generally met standard criteria, including well-organized layout, systematic administration, proper management of equipment and chemicals, and adequate implementation of occupational health and safety (OHS). However, several aspects such as digital-based administration, structured waste management systems, and supporting facilities still require improvement. These findings contribute to the development of integrated and standard-based chemistry laboratory management in schools, particularly by emphasizing the importance of aligning management, administration, and safety practices to enhance laboratory effectiveness and sustainability.
Copyright (c) 2026 Meilani Azizah, Rama Cahaya Situngkir, Lera Sani Damah Putri, Nurfajriani
Development of Augmented Reality-Based Android Applications on Chemical Bonding Material
Android devices are widely used by students and have great potential to be developed as interactive learning media. However, abstract concepts such as chemical bonding are often difficult for students to understand through conventional methods. Therefore, learning media that can visualize concepts in a concrete and interactive way are needed. Augmented Reality (AR) technology offers an innovative solution to address this issue. This study aims to develop and assess the feasibility of an AR-based Android application for learning chemical bonding. The research employed the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, focusing on the feasibility testing stage. The feasibility instrument was adapted from the BSNP standard and validated by three experts in Chemistry Education. The results showed that the application achieved an average score of 90%, categorized as very feasible. The content aspect obtained the highest score (93%), followed by presentation (91%), software engineering (90%), linguistic (89%), and graphic aspects (87%). Overall, the application is considered very feasible and can be used as an effective learning medium to help students understand abstract concepts in chemical bonding.
Copyright (c) 2026 Dina Arfah Ritonga, Nurfajriani
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.