Chemistry Education Practice (CEP) (ISSN Cetak 2654-8119 dan ISSN Online 2656-3940) mencakup semua aspek penelitian dan praktik pendidikan kimia. Jurnal ini menerbitkan makalah penelitian asli, komunikasi singkat, diseminasi, diskusi penelitian, pengalaman dan perspektif di berbagai aspek pendidikan kimia, pengembangan pengajaran, proyek dan inovasi pendidikan, metodologi pembelajaran dan teknologi baru dalam pembelajaran kimia. Jurnal Chemistry Education Practice diterbitkan dua kali dalam setahun, yaitu setiap bulan Mei dan November. CEP sudah terakreditas sinta 4 dengan nomor SK 225/E/KPT/2022 sejak bulan Desember tahun 2022 sampai bulan November tahun 2026.
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The Effectiveness of The NHT Learning Model with a Scientific Approach To Student Chemistry Learning Outcomes
The Numbered Head Together (NHT) learning model, with a scientific approach, emphasizes that student learning outcomes can increase student interest in learning. The purpose of this study was to determine the effectiveness of the NHT learning model, using a scientific approach, on student learning outcomes at SMA Negeri 8 Samarinda. This is a quantitative pre-experimental study using a one-group pretest-posttest design. The population of this study consisted of all students in class XI MIPA. Purposive sampling was used to obtain two research samples, namely XI 1 and XI 3, with a total of 69 students. Data were collected using test techniques, such as questions, and non-test techniques, such as observation sheets. The data analysis techniques used were the N-Gain test and the effect size test. The results showed that the average post-test score was 77.22, and student activity during the learning process was 84%, which falls in the very good category. The average N-Gain value was 0.74% in the high category, and the effect size value was 11.34 in the large category. It can be concluded that the Numbered Head Together (NHT) learning model, using a scientific approach, is effective in improving students' learning outcomes at SMA Negeri 8 Samarinda.
Copyright (c) 2026 Farah Erika http://creativecommons.org/licenses/by-sa/4.0
Analysis of the Implementation of Acid-Base Material in Chemistry Learning in Grade XI of SMAN 1 Lembar
This study aims to analyze the implementation of acid-base material in chemistry learning for grade XI students at SMAN 1 Lembar. The background of this study is the importance of acid-base chemistry, which has broad applications in everyday life, but students often have difficulty understanding the concept in depth. The research used a descriptive quantitative approach with purposive sampling, involving 3 chemistry teachers and 30 students who had studied the material. Data were collected through teacher and student questionnaires and learning observation sheets, and then analyzed as percentages to determine the implementation category. The results showed that the learning implementation was in the good category (61–75%). The learning evaluation indicator obtained the highest score (68%), while conceptual understanding received the lowest (61.07%). Learning planning (70.66%) was higher than implementation (64%), indicating a gap in curriculum implementation. The low conceptual understanding requires contextual and HOTS-based strategies, a wider variety of learning resources, the development of assessments that measure higher-order thinking skills, as well as support from school policies and ongoing teacher training.
Copyright (c) 2026 Rizka Sofia Irawan, Hidayatullah http://creativecommons.org/licenses/by-sa/4.0
Development of E-Module Chemistry Acid-Base Material Contextual Approach in Merdeka Curriculum
This study aims to develop an acid-base e-module, grounded in a contextual approach, as a teacher's guide for the learning process, with a focus on validity and practicality. This study is a Research and development study with a 4D research model (define, design, develop, disseminate). The test subjects were students of class XI Health at SMAN 1 Kopang, consisting of two classes, namely F1 and F2. In the define stage, interviews were conducted with teachers and students. Next, in the design stage, the e-module to be developed was planned. Then, in the develop stage, the development process was carried out by testing its validity and practicality. Finally, in the disseminate stage, the e-module was distributed to teachers and students in the form of an easily accessible link. The results showed that the validation value obtained from three validators, using the Aiken index (V), was 0.85, placing it in the very valid category. Practicality testing of the developed e-modules is obtained from teacher and student response questionnaires. The average percentages of e-module practicality among teachers and students are 89.92% and 80%, respectively. Based on the data, it can be concluded that the e-module for teaching acid-base, developed using a contextual approach to the Merdeka curriculum, is feasible and practical for use in the learning process.
Copyright (c) 2026 Husnul Khotimah, Syarifa Wahidah Al Idrus, Rahmawati Rahmawati http://creativecommons.org/licenses/by-sa/4.0
Analysis of Students' Understanding of Acid-Base Concepts Using the ABCD Test Instrument
This study aims to analyze the level of understanding of acid-base concepts among prospective chemistry teachers. Understanding acid-base concepts is an important foundation in chemistry education. Using a mixed-methods explanatory design, the acid-base concept diagnostic (ABCD) test was administered to assess understanding and identify misconceptions regarding fundamental acid-base concepts. The results of the study indicate that the lowest level of conceptual understanding was observed for question 9 (11.94%; 16 out of 134 students answered correctly). In contrast, the highest level of conceptual understanding was observed in question 25 (82.84%, or 111 out of 134 students answered correctly). The average total percentage of students who answered the questions correctly was 57.34%, placing it in the moderate category. This is supported by qualitative analysis results indicating that students still experience misconceptions, particularly in determining acid-base strength and pH, and in identifying conjugate acids and bases. Integration of diagnostic assessment into chemistry learning strategies is necessary to strengthen the conceptual competence of prospective teachers.
Copyright (c) 2026 Tiwi Nur Astuti, Sarina Hanifah, Retno Ayu Puspita, Haya Satirah Hanin, Muhammad Fajar Irzha Farindra, Irfan Syamil Rayhansyah http://creativecommons.org/licenses/by-sa/4.0
Validity and Practicality of an E-Magazine for Acid–Base Chemistry Learning
This study aims to determine the validity and practicality of a chemistry magazine on acid-base material. The study uses the Research and Development (R&D) method with the 4D development model (Define, Design, Development, and Disseminate). The define stage aims to determine the scope of the magazine development. The next step is to create an initial design for the chemistry magazine. The development stage aims to build the chemistry magazine, and the final step is to distribute it. The trial was conducted with 24 students from class XII MIPA-1 at SMAN 1 Suralaga. The results of the study showed that the validity value obtained from three validators using the Aiken's formula was 0.85 with a very valid category and a reliability value of 0.93 with a very high category. The level of practicality was measured through a student response questionnaire to the chemistry magazine. The analysis of the practicality data from student responses to the chemistry magazine yielded an average practicality score of 84%, placing it in the very practical category, indicating that students responded well to the developed chemistry magazine on acid-base material. Based on the data, the developed chemistry magazine on acid-base material is feasible and practical for use as reading material in the learning process.
Copyright (c) 2026 Baiq Ro'yatul Aeni, Mukhtar Haris, Rahmawati Rahmawati http://creativecommons.org/licenses/by-sa/4.0
The Effect of The Problem-Based Learning Model on Students' Learning Outcomes in Acid and Base Material in Grade XI
This study aims to determine the effect of implementing the Problem-Based Learning model on students’ learning outcomes in acid-base material for class XI. The type of quasi-experimental research is a pretest-posttest control group design. The population comprised 127 students, with purposive sampling: class XI Mipa 1 as the experimental class (32 students) and XI MIPA 3 as the control class (30 students). Class determination was based on certain considerations and based on suggestions from chemistry subject teachers. Data collection techniques used test and interview instruments. The average pretest score of the control class was 35.33, while the experimental class was 43.13, and the average posttest score of the control class was 58.83, and the experimental class was 82.03. The results showed that the average N-gain score of the experimental class was 0.7 with a high category and the control class was 0.4 with a medium category. The t-test results yielded a t-statistic of 9.033 and a t-table value of 1.675 at df = 60 and a 5% significance level; therefore, the t-statistic is greater than the t-table value. This means there is a significant difference in value between the experimental and control classes. So, if H0 is rejected and Ha is accepted, then the use of the Problem-Based Learning model influences student learning outcomes in the acid-base material for class XI.
Copyright (c) 2026 Komang Nonik Sintha Komang, Dr. Syarifa Wahidah Al Idrus, S.Pd.,M.Si, Dr. Rahmawati, M.Si http://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Project-Based Learning Model Assisted by PhET Simulation In Improving Motivation And Learning Outcomes of Grade XI Students on Acid-Base Material
Low student motivation and learning outcomes are often attributed to the continued use of conventional teaching methods and the limited integration of interactive learning media. This study aimed to determine the effectiveness of the Project-Based Learning (PjBL) model, assisted by the PhET Simulation, in improving the motivation and learning outcomes of eleventh-grade students on the acid–base topic. The research was conducted at SMAN 2 Praya using a quantitative approach with a pretest–posttest control group design. The samples were randomly selected, with class XI F1.1 serving as the experimental group, which received Project-Based Learning (PjBL) assisted by PhET Simulation, and class XI F1.2 serving as the control group, which received conventional instruction. Data were collected via a learning motivation questionnaire and psychomotor learning outcome assessments, and analyzed using MANOVA. The results showed that the average learning motivation score in the experimental class increased from 67.93 to 72.52, while learning outcomes improved from 33.34 to 84.37. In the control class, learning motivation changed from 63.80 to 73.93, and learning outcomes increased from 28.26 to 79.67. The MANOVA test yielded a p-value of 0.000 (p < 0.05), indicating a significant simultaneous difference between the experimental and control groups in students’ motivation and learning outcomes. Therefore, the Project-Based Learning (PjBL) model assisted by PhET Simulation was found to be effective in enhancing students’ motivation and learning outcomes in acid–base learning.
Copyright (c) 2026 Erik Farjemi, Eka Junaidi, Yunita Arian Sani Anwar http://creativecommons.org/licenses/by-sa/4.0
Utilization of Chemo-Edutainment Media to Increase Students' Activity and Learning Achievements in Electrochemical Cell Materials at SMAN 1 Praya Barat Daya
The low level of students’ learning activities and achievement in topics on electrolysis cells remains a challenge in chemistry learning due to the abstract nature of the concepts involved. This study aimed to improve students’ learning activities and achievement through the use of a Chemo-Edutainment medium, namely the Chemopoly (Chemistry Monopoly) game, on the topic of electrolytic cells at SMAN 1 Praya Barat Daya. This research employed a Classroom Action Research (CAR) design conducted in two cycles. Data were collected through observation, tests, and documentation. Students’ learning activities were assessed using observation sheets, while learning achievement was measured through achievement tests administered at the end of each cycle. The results showed that the implementation of the Chemo-Edutainment medium significantly improved both students’ learning activities and achievement. The average learning activity score increased from 54% in Cycle I to 79% in Cycle II. Similarly, the percentage of students achieving learning mastery improved from 45% in Cycle I to 75% in Cycle II. These findings indicate that the Chemopoly-based Chemo-Edutainment medium is effective in enhancing students’ learning activities and academic achievement in learning about electrolysis cells.
Copyright (c) 2026 Ulfa Rohimah http://creativecommons.org/licenses/by-sa/4.0
Effectiveness of Islamic Values–Integrated Buffer Solution Teaching Materials on Senior High School Students’ Learning Outcomes
This study examines the effectiveness of Islamic values–integrated buffer solution teaching materials on students’ learning outcomes. A quantitative approach with a quasi-experimental post-test only control group design was employed. The sampling technique used in this study was cluster random sampling technieque, there were two schools elected as samples; MA Unwanul Falah Paok Lombok (Suralaga) and MA Al-Ijtihad Danger, in which each school consisted of experiment and control group.. The experimental group was taught using Islamic values–integrated buffer solution teaching materials, while the control group used conventional teaching materials. Learning outcome data were collected through a post-test and analyzed using an independent samples t-test and a two-way ANOVA. The results indicate that the Islamic values–integrated buffer solution teaching materials have a significant effect on students’ learning outcomes. In addition, an interaction effect between the type of teaching materials and school context was identified. These findings suggest that the effectiveness of chemistry teaching materials is influenced by the alignment between instructional design and the learning environment
Copyright (c) 2026 Urwatil Wutsqo Amry http://creativecommons.org/licenses/by-sa/4.0
Development of Natural Materials Chemistry Practicum Guide on Extraction and Identification of Flavonoid Compounds from Broccoli and Kale
This research aimed to produce a natural products chemistry laboratory guide and to determine the feasibility based on validity and practicalit. This research was an experimental samples used in this research were 50 g broccoli and 50 g of fresh kale leaves. The subjects as sources of validity and practicality data were two lectures as expert validators and 18 students of the Chemistry Education study Program in the seventh semester of the 2021/2022 academic year for the practicality test of the laboratory guide, who were determined using purposive sampling tehnique and whose data were collected using a questionnaire technique. The experimental data were analyze qualitatively and showed the presence of flavonoid compounds. The development dara of laboratory guide in the form of validity data were analyzed using the Aiken’s V formula and percent of agreement. From the analysis, an Aiken’s V value of 0.92 was obtained, which is included in the very valid category. In additional, a percent of agreement value of 0.93 indicates a very high level of agreement among the raters. Based on the practicality test result, a value of P= 90% was obtained, which indicates that the laboratory guide is very practical. Based on these result, it can be concluded that the developed laboratory guide is caterorized as very feasible and very practical.
Copyright (c) 2026 Wahida Shofyatun Nufusita http://creativecommons.org/licenses/by-sa/4.0
Validation of Pre-Service Chemistry Teachers’ Acceptance and Use Of Generative Artificial Intelligence Scale: Confirmatory Factor Analysis
The rapid development of generative artificial intelligence (GenAI) is transforming educational practices by enabling new forms of knowledge construction, problem-solving, and instructional support. Its growing integration into academic contexts has raised important questions about how future teachers perceive and adopt these technologies. This study aims to examine pre-service chemistry teachers’ attitudes and use of GenAI by integrating the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) and the Theory of Planned Behavior (TPB) within a validated framework. A quantitative cross-sectional survey was conducted with 240 Generation Z pre-service teachers using a structured questionnaire covering constructs such as performance expectancy, effort expectancy, social norms, facilitating conditions, habit, attitude, perceived behavioral control, behavioral intention, and AI use. Confirmatory Factor Analysis (CFA) was applied to test both first-order and second-order models. The findings indicate that the proposed model achieved acceptable goodness-of-fit and strong reliability and validity across constructs. Performance expectancy, effort expectancy, and social norms significantly influenced attitudes and behavioral intention, while facilitating conditions and perceived behavioral control supported AI use. Behavioral intention emerged as the strongest predictor of use. Overall, the study highlights that AI adoption is shaped by interconnected psychological, social, and contextual factors, emphasizing the need for holistic teacher education strategies.
Copyright (c) 2026 Wahyuni Adam, Suci Rizkina Tari, Hilman Qudratuddarsi, Meili Yanti, Eli Meivawati http://creativecommons.org/licenses/by-sa/4.0
Development of a Computational Chemistry-Assisted Chemistry E-Magazine: Study of Nutmeg Oil (Myristica Fragrans) As a Corrosion Inhibitor on Copper
This study aims to develop a chemistry e-magazine, assisted by computational chemistry, as a learning supplement for redox reaction material and to determine its validity based on expert assessment. This study uses a mixed-methods approach that combines qualitative data (interviews with teachers and students, descriptions of the development process, and validator input) and quantitative data (student needs questionnaires and Aiken's V index). The development design uses the 4D model (define, design, develop, disseminate), limited to the development stage. The developed e-magazine contains redox reaction material contextualized with the phenomenon of copper corrosion, a study of nutmeg (Myristica fragrans) as a green corrosion inhibitor, DFT-based computational chemistry data (HOMO, LUMO, and energy gap parameters), as well as adsorption values from Monte Carlo simulations on the Cu(111) surface Validation was carried out by three experts using an assessment sheet analyzed with Aiken's V index. The results showed an average V value of 0.84 (very valid), with coverage of graphics (0.85), content feasibility (0.82), presentation feasibility (0.89), and language (0.87). The e-magazine was deemed suitable for use as a supplementary learning resource for chemistry on redox reactions.
Copyright (c) 2026 Gesti Maharani, Saprizal Hadisaputra, Ermia Hidayanti http://creativecommons.org/licenses/by-sa/4.0
Development of Chemistry Student Worksheet (LKPD) on Acid Base Matter Based on Problem Based Learning To Develop Students' Conceptual Understanding
This study aims to test the level of validity and practicality of the Chemistry Student Worksheet on acid-base material based on problem-based learning to foster students' conceptual understanding. The research method used is Research and Development (R&D) with a 4D development model that includes the stages of define, design, development, and disseminate. The subjects of this trial were lecturers of Chemistry Education FKIP University of Mataram and chemistry teachers of SMAN 1 Labuhan Haji for the purposes of validating the worksheet and 66 students of grades XI Health I and XI Health II for the purposes of testing the practicality of the worksheet. The data collection technique used was a questionnaire. The data analysis technique used the Aiken's V formula and the percentage of practicality. The results showed that the Chemistry Student Worksheet on acid-base material based on problem-based learning to foster students' conceptual understanding that had been developed by this researcher obtained an average validity of 0.89 in the very valid category and an average practicality value of 83% in the very practical category. Thus, it can be concluded that the chemistry student worksheet (LKPD) for acid-base matterl based on Problem Based Learning is suitable for use as teaching material to help foster students' conceptual understanding and support an active and meaningful learning process.
Copyright (c) 2026 Khairi Alfiana, Mukhtar Haris, Sunniarti Ariani http://creativecommons.org/licenses/by-sa/4.0
Instructions Development Of A Chemistry Pocketbook On Stoichiometric Materials
This study was motivated by students' difficulties in understanding stoichiometry material, which is abstract and involves many calculations, thus requiring practical, concise, and easy-to-use learning media. This study aims to test the validity, reliability, and practicality of the developed chemistry pocketbook on stoichiometry material. The research method used is Research and Development (R&D) with a 4D development model that includes the stages of define, design, develop, and disseminate. The subjects of this study consisted of chemistry education lecturers at FKIP University of Mataram, and chemistry teachers from SMAN 1 Labuapi for the purposes of validating the pocketbook and 18 students of class XI A of SMAN 1 Labuapi for the purposes of testing the practicality of the pocketbook. The data collection technique used was a questionnaire. The data analysis technique used the Aiken's V formula to calculate expert validation, the Pearson Product Moment formula to calculate empirical validation, Percentage Agreement to measure the reliability of the pocketbook and Cronbach's Alpha to measure the reliability of the practicality, and a practicality percentage analysis to assess students' responses to the pocketbook. The results of the study showed that the expert validity value was in the valid category (V = 0.74), the reliability of pocketbook was 97% in the excellent category, and the practicality of the pocketbook received an average of 88% with a very practical category. Thus, it can be concluded that the developed chemistry pocketbook on stoichiometry material is suitable for use as a learning media that can help students understand the basic concepts of stoichiometry more easily, interestingly, and efficiently.
Copyright (c) 2026 Aida Fitri Isnaini, Mukhtar Haris, Dodiy Firmansyah http://creativecommons.org/licenses/by-sa/4.0
The Development of Google Sites-Based E-LKPD with The Integration of “Njeleng” Culture in The Subject Matter of The Nature and Role of Chemistry
This research aims to develop an electronic Student Worksheet (e-LKPD) based on Google Sites that integrates the local culture "Njeleng" into the subject matter of the nature and introduction of chemistry. The development of this learning media is expected to increase students' interest and understanding of chemistry through a contextual and cultural approach. The research method employed is the four-D (4D) model consisting of the stages of needs analysis, design, development, and product evaluation. The developed e-LKPD product was tested on students and validated by experts to determine its validity and practicality. The results indicated that the Google Sites-based e-LKPD with the integration of "Njeleng" culture achieved an average validity score of 0.78, demonstrating that the media is valid as a teaching resource. Additionally, practicality tests showed an average score of 80%, indicating ease of use by both teachers and students during the learning process. The incorporation of local culture as a learning context adds value in cultural preservation while enriching students' learning experiences. Therefore, this e-LKPD is recommended as an innovative and relevant alternative learning media tailored to student characteristics, capable of enhancing enthusiasm and comprehension of basic chemistry concepts.
Copyright (c) 2026 Sura Juddin, Muti'ah Muti'ah, Eka Junaidi http://creativecommons.org/licenses/by-sa/4.0
The Effect Of Collaborative Learning Model Assisted By Flash Card Media On Student Numeracy Skills On The Material Of Basic Laws Of Chemistry At SMAN 7 Mataram
This research is the quasi-experimental research that aimed to know the influence of collaborative learning model assisted by flash card media on student numeracy skills on the material of basic laws of chemistry at SMAN 7 Mataram. The population in this study were all students of class X SMAN 7 Mataram as many as 11 classes totaling 396 people, while the sample of this study were class X-K as an experimental class totaling 34 people and class X-I as a control class totaling 36 people with the selection of samples by purposive sampling. The results of the analysis of the improvement of student numeracy skills obtained the average score of N-Gain in the experimental class 0.75 classified as high category and the control class 0.60 classified as moderate category. Based on the results of the t-test analysis, the Sig. (2-tailed) value is 0.000 < 0.05, then H0 is rejected and Ha is accepted. The results of this study can be concluded that the use of collaborative learning models assisted by flash card media has an effect on improving student numeracy skills on the material of basic laws of chemistry at SMAN 7 Mataram.
Copyright (c) 2026 Naila Hilyati Al Ahyani, Eka Junaidi, Muti'ah Muti'ah http://creativecommons.org/licenses/by-sa/4.0
Relationship Between Readiness to Learn and Anxiety and Self-Efficacy of Students in Taking Organic Chemistry Exams (Case Study in The Chemistry Education Study Program at UIN Syarif Hidayatullah Jakarta)
This study aimed to analyze the relationship between learning readiness and students’ test anxiety and self-efficacy in taking Organic Chemistry examinations in the Chemistry Education Study Program at UIN Syarif Hidayatullah Jakarta. A quantitative approach with a correlational method was employed. The sample consisted of 74 Chemistry Education students from the 2023 cohort, selected using purposive sampling. Data were collected using Likert-scale questionnaires that had undergone content and construct validity testing as well as reliability testing, with Cronbach’s Alpha coefficients of 0.894 for the learning readiness instrument, 0.929 for test anxiety, and 0.893 for self-efficacy. Data analysis was conducted to examine partial and simultaneous relationships among variables. The results revealed a significant negative relationship between learning readiness and test anxiety, with a correlation coefficient of –0.283 and a significance value of 0.015, indicating a low relationship. In addition, a significant positive relationship was found between learning readiness and self-efficacy, with a correlation coefficient of 0.404 and a significance value of less than 0.001, indicating that the relationship was statistically highly significant, with a moderate level of association. Simultaneously, learning readiness was significantly associated with test anxiety and self-efficacy, with a contribution of 24%. These findings highlight the importance of learning readiness in reducing test anxiety and enhancing students’ self-efficacy in Organic Chemistry examinations.
Copyright (c) 2026 Asya Askiya, Burhanudin Milama, Dedi Irwandi http://creativecommons.org/licenses/by-sa/4.0
The Effect of Integrating Character Education into Chemistry Learning on Students’ Environmental Awareness
This study aims to determine the effect of integrating character education into chemistry learning on students’ environmental awareness at SMA Negeri 12 Banjarmasin. The research employed a quasi-experimental design using the posttest-only control group design. The sample consisted of two classes: an experimental class that received chemistry learning integrated with environmental care values through a contextual discussion approach, and a control class that received conventional instruction. Data were collected using an environmental awareness questionnaire and analyzed using descriptive and inferential statistics with the aid of JAMOVI 2.6.44 software. The results showed no significant difference between the environmental awareness scores of students in the experimental and control classes (p = 0.687 > 0.05), with an effect size of -0.103, indicating a very small influence. These findings suggest that the integration of character education into chemistry learning did not significantly improve students’ environmental awareness. However, this approach has the potential to serve as an initial step in fostering environmental consciousness when implemented consistently and contextually.
Copyright (c) 2026 Fitria Rizkiana, Herlina Apriani, Novi Rahmawanti http://creativecommons.org/licenses/by-sa/4.0
The Effect of The Contextual Teaching and Learning (CTL) Model on Students' Chemistry Literacy on Chemical Equilibrium Material
This study aims to determine the effect of the Contextual Teaching and Learning (CTL) model on students’ chemistry literacy regarding chemical equilibrium. The study employed a quantitative approach with a quasi-experimental design in the form of a pretest-posttest control group design. The research sample consisted of 11th-grade students at SMAN 1 Pujut selected through cluster random sampling, with class XI F1 serving as the control group and class XI F2 as the experimental group receiving CTL-based instruction. The instrument used was a two-tier multiple-choice chemistry literacy test covering scientific and chemical content knowledge as well as higher-order learning skills. The content validity of the instrument was tested using Aiken’s V index, yielding a value of 0.88, indicating that the instrument falls within the valid category. The reliability of the instrument was tested using Cronbach’s Alpha coefficient, yielding a value of 0.74, indicating that the instrument has a high level of reliability and is therefore suitable for use in this study. The ANCOVA test results showed that the CTL model had a significant effect on students' chemical literacy (p=0.000<0.05) with a contribution of 29.7%. In the content aspect, the experimental class obtained 81%, higher than the control class at 72.5%. In the aspect of higher-order learning abilities, the experimental class reached 46.5%, while the control class only 15%. Overall, the chemical literacy of the experimental class was in the moderate category (64%), while the control class was in the low category (43.75%). This indicates that the CTL model is effective in improving chemical literacy because contextual learning helps students understand the concept of chemical equilibrium in a more meaningful and applicable way.
Copyright (c) 2026 Baiq Viona Olganita Sugondo, Yayuk Andayani, Ermia Hidayanti http://creativecommons.org/licenses/by-sa/4.0
Development of Kahoot Learning Media in Class XI Petroleum Chemistry at MA Darunnajah Duman
The aim of this research is to produce Kahoot learning media on petroleum material with minimum feasible criteria based on validity, practicality and effectiveness. This type of research uses research and development procedures. The development model used is the 4-D model developed by Thiagarajan et al (1974). In this research, the Kahoot learning media was developed, media validated by 3 people, namely 2 Chemistry Education lecturers and 1 chemistry subject teacher as well as all 23 class XI MIA students to test the practicality and effectiveness of the Kahoot media being developed. . The results of the validity test with Aiken's V show an average value of 0.83 with a very valid category, which means very feasible. The results of the practicality test using a Likert scale obtained an average value of 83.5%, which indicates a very practical category, which means very feasible. The results of the effectiveness test using the n-gain test obtained a percentage of 77% in the effective category, which means very feasible.
Copyright (c) 2026 Hidayatul Laelin, I Noman Loka, Burhanuddin Burhanuddin http://creativecommons.org/licenses/by-sa/4.0
Understanding of Acid-Base Chemistry Concepts Among 11th Grade Students at SMAN 7 Mataram Using the FTMC Instrument
This study aims to determine and explain the understanding of acid-base chemistry concepts among 11th grade students at SMAN 7 Mataram. The type of research used is quantitative descriptive. The study was conducted in classes XI A3 and XI B1 with a total of 69 students, or 25% of the population of 273 students. Data were collected using a four-tier multiple-choice (FTMC) test instrument consisting of 17 valid questions. The results of this study indicate that the level of understanding of acid-base chemistry concepts among 11th grade students at SMAN 7 Mataram is 57.80%, which is classified as moderate, with a distribution of concept understanding as follows: understanding the concept (39.56%), misconceptions (36.91%), and not understanding the concept (23.53%) in the low category. The level of understanding of acid-base chemistry concepts among students in grades XI A3 and XI B1 was 61.27% and 54.01%, respectively, which is classified as moderate. The highest category of concept understanding among students in class XI A3 was that quite a lot of students understood the concept (49.07%) in the material on pH calculation of solutions, quite a lot of students had misconceptions (45.83%) in the material on acid-base strength, and a few students did not understand the concept (29.17%) in the material on acid-base strength. Meanwhile, the highest category of concept understanding among students in class XI B1 was that few students understood the concept (38.64%) in the material on acid-base indicators, quite a few students had misconceptions (45.46%) in the material on pH calculation of solutions, and few students did not understand the concept (31.82%) in the material on acid-base strength.
Copyright (c) 2026 Muliana Lutfiatussholihah, Mukhtar Haris, Dodiy Firmansyah http://creativecommons.org/licenses/by-sa/4.0
Chemistry Teachers’ Leadership in Implementing the Deep Learning Approach
Students often face difficulties in understanding abstract chemistry concepts, which calls for learning strategies that foster active engagement and critical thinking. The implementation of deep learning in classrooms still encounters various challenges, including limited teacher training, insufficient resources, and a lack of support for instructional development. This study aims to explore the strategies used by teachers in applying deep learning, the challenges they face, the supporting factors influencing its success. A qualitative method with a case study approach was used, involving observation, interviews, and document analysis. Participants consisted of two chemistry teachers and three students at SMAN 1 Tanah Grogot. Data analysis was conducted using the Miles Huberman model and validated through triangulation. The findings show that teacher leadership plays a strategic role in deep learning implementation, especially in designing learning that is meaningful, mindful, and joyful. Teachers acted as lesson planners, discussion facilitators, mentors, group organizers, connectors between chemical concepts and reallife contexts. Supporting factors include adequate infrastructure and collaboration among teachers, while the main challenges are the lack of training and students’ limited understanding. The novelty of this research lies in the specific identification of the role of teacher leadership in the context of implementing deep learning in chemistry learning, which has not been explored in depth in previous studies.
Copyright (c) 2026 Nurul Azmi, Vera Yuli Erviana Erviana, Suyatno Suyatno http://creativecommons.org/licenses/by-sa/4.0
Science Magazine on Phytochemical Testing of Peluntan Leaf Extract (Artocarpus Sericicarpus) as Reading Material
This study aims to create a magazine and determine the level of validity and response of readers of science magazines regarding phytochemical tests of peluntan leaf extract (Artocarpus sericicarpus) as student reading material. This study is a research and development (RnD) with a 4D model (Define, Design, Development, and Dissemination). The validators for this science magazine are two lecturers of Chemistry Education. The research sample consisted of 30 students of the Chemistry Education Study Program who were selected using a purposive sampling technique and collected through a response questionnaire. Validation data were processed using the Aiken's V formula, while the magazine trial based on student responses was processed using the percentage formula. The validity results showed an average value of Aiken's V = 0.92, which is classified as very valid. The science magazine trial produced a value of 92.5%, which is classified as very useful. Based on these results, it can be concluded that the science magazine developed is very valid and useful for use as reading material. This research is expected to contribute to the development of useful reading materials in the field of Chemistry Education.
Copyright (c) 2026 Senly Apriani Senly Apriani http://creativecommons.org/licenses/by-sa/4.0
Development of Chemistry Practical Module on Reaction Rate Material Based on Green Chemistry Oriented PBL
This study aims to determine the validity or and feasibility of the results of student questionnaire responses to the chemistry practicum module on the reaction rate material that has been created. This study uses the ADDIE development model with the stages of analysis, design, development, implementation, and evaluation. This practicum module has been validated by 7 media and material experts with the condition that Vcount ≥ Vtable (Vtable = 0.82). The validity results obtained from media experts were 0.91, and the validity of material experts was 0.94, which can be stated as "Valid". Then, based on the results of the questionnaire responses of 34 students to the reaction rate practicum module, it obtained the category "very feasible" with a value of 87%. So it can be concluded that this reaction rate practicum module is declared valid and very feasible to be used as a learning medium.
Copyright (c) 2026 Solfarina Solfarina, Irhamni Irhamni; Rahadatul Aisy http://creativecommons.org/licenses/by-sa/4.0
Analisis Pemahaman Konsep Kimia Materi Larutan Penyangga pada Siswa Kelas XI Kelompok A SMAN 7 Mataram
This study aims to determine the level of conceptual understanding and analyze the difficulties faced by class XI Group A students of SMAN 7 Mataram in understanding the concept of buffer solutions. The type of research used is descriptive quantitative. The study was conducted in class XI A3 and XI A4 with a total of 65 students. Data were collected using a Two Tier Multiple Choice (TTMC) test instrument with 17 valid questions. The results of this study are the level of understanding of the chemical concept of buffer solutions of class XI students of SMAN 7 Mataram is 61.1% which is classified as moderate, with the distribution of conceptual understanding being quite a lot of students who understand the concept (43.6%), a few students who have misconceptions (35.0%) and do not understand the concept (21.4%). The conceptual understanding of class XI A3 students in each sub-material of buffer solutions with the highest category being quite a lot of students who understand the concept (58.1%) in the material of the definition of buffer solutions, quite a lot of students who have misconceptions (52.4%) in the material of types and components of buffer solutions, and quite a lot of students who do not understand the concept (45.7%) in the material of differences in buffer solutions. The conceptual understanding of class XI A4 students in each sub-material of buffer solutions with the highest category is quite a lot of students who understand the concept (51.1%) in the material on the definition of buffer solutions, quite a lot of students have misconceptions (43.4%) in the material on the working principles of buffer solutions, and a few students who do not understand the concept (23.5%) in the material on the role of buffer solutions in the human body.
Copyright (c) 2026 Irma Fitri Cahyati; I Nyoman Loka, Mukhtar Haris http://creativecommons.org/licenses/by-sa/4.0
Development of Acid Base Practical Module Based on Problem Based Learning to Improve Students Critical Thinking Skills
Penelitian ini merupakan penelitian dan pengembangan yang bertujuan untuk menentukan validitas, kepraktisan, dan efektivitas modul praktikum asam basa berbasis Pembelajaran Berbasis Masalah (Problem Based Learning) untuk meningkatkan kemampuan berpikir kritis pada materi asam basa yang sedang dikembangkan. Jenis penelitian yang digunakan adalah model 4D dari Thiagarajan, yaitu Define, Design, Development, dan Disseminate. Subjek penelitian ini adalah 35 siswa kelas XI Fase F.11 di SMAN 1 Keruak tahun ajaran 2024/2025. Hasil penelitian menunjukkan bahwa nilai validitas yang dianalisis menggunakan Aiken's V adalah 0,90, yang berarti bahwa modul praktikum asam basa berbasis Pembelajaran Berbasis Masalah valid dan sesuai untuk digunakan. Selain itu, kepraktisan dapat dilihat dari respons siswa yang menunjukkan respons positif dengan rata-rata kepraktisan seluruh komponen modul sebesar 91,6%. Efektivitas modul praktikum kimia berbasis Pembelajaran Berbasis Masalah dapat ditentukan dengan melihat peningkatan kemampuan berpikir kritis siswa dari siklus pembelajaran I dan II. Kemampuan berpikir kritis siswa dari siklus I dan II meningkat rata-rata sebesar 19,06. Hasil penelitian ini menunjukkan bahwa modul praktikum kimia berbasis Pembelajaran Berbasis Masalah yang dikembangkan layak dan praktis untuk digunakan dalam proses pembelajaran dan dapat meningkatkan kemampuan berpikir kritis siswa.
Copyright (c) 2026 Nur Aini; Muti'ah Muti'ah, Ermia Hidayanti http://creativecommons.org/licenses/by-sa/4.0
Improvement of Students Critical Thinking Skills through Problem-Based Learning in Green Chemistry
Critical thinking skills are an important tool for achieving success in the 21st century. Students’ critical thinking skills need to be trained so that they are able to think in solving problems. Therefore, a learning model that can improve students’ critical thinking skills is needed, one of which is the implementation of the Problem-Based Learning (PBL) model. This study aimed to determine the improvement of students’ critical thinking skills through the PBL learning model in green chemistry material. The sample of this study consisted of 30 tenth-grade students at SMAN 16 Samarinda, who were selected using purposive sampling technique. This research was a descriptive quantitative study using a one-group pretest–posttest design. Data were collected through test techniques in the form of pre-tests and post-tests, and non-test techniques in the form of documentation, observation, and questionnaires. Data analysis was conducted using the N-Gain test and the Effect Size test, preceded by statistical tests. The results showed that there was an improvement in students’ critical thinking skills through the Problem-Based Learning model in green chemistry material. The average N-Gain for the three classes was 0,611, which was categorized as moderate. The average Effect Size for the three classes was 4,33, which was categorized as large. Based on the results of the data analysis, it can be concluded that there was an improvement in students’ critical thinking skills through the Problem-Based Learning (PBL) model in green chemistry material. Keywords: improvement, critical thinking skills, problem-based learning
Copyright (c) 2026 elyn fadya elyn, Mukhamad Nurhadi, Sri Lestari http://creativecommons.org/licenses/by-sa/4.0
The Effect of the Problem-Based Learning Model Integrated with Green Chemistry on the Critical Thinking Skills of Grade XI MIPA Students at SMA Negeri 2 Narmada
This study aims to determine the effect of implementing of the problem-based learning model integrated with green chemistry on the critical thinking skills of grade XI MIPA students of SMA Negeri 2 Narmada. The research method used was a quasi-experimental design with a non-equivalent pretest posttest control group design. The population of this study was all grade XI MIPA students of SMA Negeri 2 Narmada, totaling 3 classes. The sampling technique used a random sampling technique, obtained Class XI MIPA 3 students as the experimental class and Class XI MIPA 1 students as the control class. The research instrument was a critical thinking ability test based on critical thinking indicators according to Ennis. Data analysis used the N-gain calculation, obtained a average N-gain value of the experimental class of 0.587 with a medium category and the control class of 0.382 with a medium category. The hypothesis was tested using the t-test, obtained the value of t count = 3.416 and t table = 1.681 at a significance level of 5% so that t count > t table. Thus, Ha was accepted, meaning that there was a positive influence from the application of the integrated green chemistry problem based learning (PBL) model on students' critical thinking abilities.
Copyright (c) 2026 Siti Sundari; Yunita Arian Sani Anwar, Muntari Muntari http://creativecommons.org/licenses/by-sa/4.0
Development of Student Worksheets Based on Project Based Learning on Green Chemistry Materials at SMAN 2 Gerung
This research is a development research or Research and Development (R&D) which aims to produce Student Worksheets (LKPD) based on Project Based Learning (PjBL) which are categorized as feasible and practical regarding green chemistry material. The type of research used is Research and Development (R&D) which refers to the 4D model (define, design, develop, disseminate). Validation of the content of LKPD based on PjBL was carried out by two Chemistry Education lecturers and one Chemistry subject teacher at the high school level. The results of the study showed that the validity value obtained using the Aiken's V Index was 0.92 in the very valid category. The level of practicality was measured through student responses to LKPD based on PjBL. The results of the analysis of student responses were in the very practical category with a practicality percentage of 86%. Based on these results, it can be concluded that LKPD Based on PjBL on green chemistry material that was developed is feasible and practical to be used in learning because it has met the valid and practical categories.
Copyright (c) 2026 Dina Rahmatin; Jeckson Siahaan, Sunniarti Ariani http://creativecommons.org/licenses/by-sa/4.0
Pengembangan Modul Praktikum Kimia Terintegrasi Green Chemistry tentang Senyawa Kompleks Co-Ekstrak Kulit Buah Naga Merah
This research aims to develop and measure the feasibility of a practicum module integrated with green ghemistry about complexion of cobalt with anthocyanin from dragon fruit’s peel extract as a supplementary learning material. This research employed a Research and Development (R&D) Method using 4D model (Define, Design, Develop, and Disseminate). The feasibility of the module is analyized from expert validity test using Aiken’s V formula. The validity test from 6 chemistry expertises show that the module has a very high validity score in all 4 aspects: content, alingment with green chemistry principles, presentation, and clarity of instruction, with V score 0.8867, 0.9425, 0.8875, and 0.8850 respectively. Therefore, the average V score for the module is 0,9004 (highly valid). So, it can be concluded that the module practicum is considered highly feasible to be used as a supplementary instructional material in the Transition Element Compound course
Copyright (c) 2026 Siti Rumaisah Ramadhani; Agus Abhi Purwoko, Muti'ah Muti'ah http://creativecommons.org/licenses/by-sa/4.0
Pengembangan Lembar Kerja Peserta Didik (LKPD) berbasis Problem Based Learning terintegrasi Sustainable Development Goals (SDGs) pada Materi Koloid
This study is a research and development (R&D) project aimed at producing a Student Worksheet (LKPD) based on Problem Based Learning (PBL) integrated with the Sustainable Development Goals (SDGs) on colloid material for Grade XI students. The research was conducted during the first semester of the 2024/2025 academic year, involving material experts, design experts, three students in the one-to-one evaluation stage, nine students in the small group stage, and one class in the field test. The development followed the Rowntree model consisting of planning, development, and evaluation phases. Formative evaluation was carried out using Tessmer’s model, which includes self-evaluation, expert review, one-to-one evaluation, small group evaluation, and field test. The results indicate that the developed LKPD meets the criteria of validity based on expert judgment, practicality based on students’ and teachers’ responses, and effectiveness in improving students’ conceptual understanding of colloids and critical thinking skills. Therefore, the PBL-based LKPD integrated with SDGs is feasible and recommended for use as an innovative learning resource in high school chemistry classes.
Copyright (c) 2026 diah kartika; Intan Klesya , Sofia Sofia, Eka Ad’hiya http://creativecommons.org/licenses/by-sa/4.0