IJCER (International Journal of Chemistry Education Research)

Effect of a Using PBL-based Chemical Equilibrium E-Module on Students’ Science Literacy Skills: A Quasy-Experimental Study in Indonesian High School

2026-04-30T13:54:55+00:00

Scientific literacy is a crucial competency in modern education. However, limited studies have examined its impact on science literacy within the Indonesian Phase F curriculum context. This research seeks to investigate the effect of using a problem- based learning (PBL) e-module on chemical equilibrium on the science literacy skills of Phase F students at SMAN 9 Padang. It employs a quasi-experimental method with a non-equivalent control group design. The population consists of Phase F students at SMAN 9 Padang, while the sample includes Class XI F3 (27 students) and Class XI F8 (27 students). The samples were selected through purposive sampling to meet the research criteria, namely students with relatively similar ability levels. The research instrument consisted of a test designed to measure students’ science literacy abilities. Data were analyzed using N-gain calculations, normality and homogeneity tests, as well as hypothesis testing. The findings indicate that the average N-gain in the experimental group (0.55) is higher than that in the control group (0.45). The results of the normality and homogeneity tests show that the data are follow a normal distribution and are homogeneous. Furthermore, the hypothesis testing using a t-test revealed that the obtained t-count value (2.3781) is greater than the critical t-table value (1.6747). These findings indicate that the use of a PBL-based chemistry equilibrium e-module provides a significant effect on enhancing students’ science literacy in high school.

Augmented Reality-Based LKPD Innovation Using Assemblr Edu for Atomic Structure Content

2026-05-06T22:18:18+00:00

Teaching chemistry on the topic of atomic structure still faces challenges due to its abstract nature and the limitations of teaching materials in visualizing the concept. The use of Assemblr Edu, which provides interactive AR-based three-dimensional (3D) visualizations that are easily accessible via mobile devices, offers an alternative solution. However, previous studies generally still use AR as a standalone medium and have not yet integrated it into structured teaching materials such as student worksheets. This study aims to develop and determine the validity and practicality of AR-integrated LKPD based on Assemblr Edu for atomic structure material. This study is a research and development project using the ADDIE model, limited to the development stage. The research subjects consisted of 1 chemistry teacher, 2 expert validators (content and media), and 20 10th-grade students at SMA N 2 Langsa for the 2024/2025 academic year. The instruments included a needs analysis questionnaire, expert validation, practicality assessment, and validated student response data. Data were analyzed using Aiken’s V index and percentages. The results indicate that the worksheets possess high validity with Aiken’s V values of 0.86 and 0.88, as well as practicality rates of 90.6% (teacher) and 84.4% (students), both falling into the “very practical” category. Thus, the AR-integrated LKPD based on Assemblr Edu is suitable and practical for use. The novelty of this study lies in the integration of AR into structured instructional materials. This study is limited to testing validity and practicality; therefore, its effectiveness on learning outcomes has not yet been examined.

Effect of Computer-Based Visualization Model on Students’ Academic Achievement in the Periodic Table Concept in Chemistry

2026-04-05T23:05:43+00:00

This study investigated the effect of a computer-based visualization model on students’ academic performance in the concept of the periodic table in Chemistry in secondary schools in Mkpat Enin Local Government Area. A quasi-experimental design was adopted for the study. The population consisted of 1,871 Senior Secondary School Two (SS2) students, while a sample of 97 students drawn from two co-educational secondary schools was used. The instrument for data collection was the Chemistry Achievement Test on the Periodic Table (CATPT), which had a reliability coefficient of 0.86 using the Kuder–Richardson Formula (K-20). Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at the 0.05 level of significance. The findings showed that there was a significant difference in the performance of students taught using the computer-based visualization model and those taught using the expository instructional method (F = 17.334, p < .05), in favour of the computer-based visualization model. The results also indicated that there was no significant difference in the performance of male and female students exposed to the two instructional methods (p > .05). The study concluded that the use of computer-based visualization improves students’ understanding and performance in the periodic table and provides an effective alternative to conventional teaching methods in Chemistry. It was recommended that Chemistry teachers should make use of computer-based visualization tools when teaching abstract concepts such as the periodic table in Chemistry.

Enhancing Students' Learning Outcomes in Chemistry Learning Through Assessment for Learning

2026-04-30T13:54:57+00:00

Continuous monitoring of student understanding is crucial because the nature of complex redox reaction materials is one of the primary causes of suboptimal student achievement. This research aims to enhance student learning outcomes through an assessment for learning approach that integrates feedback on an ongoing basis. This investigation employed a pre-experimental one-group pretest-posttest methodology with 36 twelfth-grade learners from one of Surabaya's high schools. The results showed a significant improvement in student learning outcomes, with the average score increasing from 37.22 to 86.04. The average N-gain reached 0.77, indicating high growth in learning achievement, with 88.89% of students attaining the high category. The results of this study show that using assessment for learning, which includes defining learning objectives, creating useful classroom discussions and assignments as evidence of student comprehension, giving continuous feedback, and including students as owners of their own learning process, is effective in improving students’ learning outcomes and has a measurable positive impact on concept mastery. These findings suggest that the assessment for learning approach is effective for improving students' understanding of complex topics such as redox reactions.

Implementation of the Singing Method to Improve the Numeracy Skills of Grade 1 Immigrant Children in Malaysia

2026-04-30T13:54:59+00:00

This study aims to examine the singing method as a learning strategy to improve the numeracy skills of grade 1 students at SB AMI Penang, Malaysia. This research uses a qualitative method with a case study approach whose data is collected through observation, in-depth interviews, and documentation. This study involved 11 participants, consisting of 8 students in class 1A and 3 students in class 1B conducted at the Sanggar Bimbingan AMI in Penang, Malaysia, a non-formal educational institution that provides learning services for primary school children. The results of the study show that the singing method is able to create a pleasant learning atmosphere, increase student activity, and help students remember the sequence of numbers and understand simple summation through lyrics, rhythm, and hand movements. The singing method is more optimal if there is help from other learning media. The contribution of this research focuses on the development of innovative learning methods in a non-formal educational environment, especially in improving basic mathematics skills. The findings show that this method is effective as an alternative to numeracy learning in non-formal education with limited resources.

Development of AR Comics for Differentiated Chemistry Learning: Catalyzing Students' Critical Thinking

2026-04-30T13:55:01+00:00

To bridge the gap in visualization and interactivity found in traditional chemistry tools, this study developed an AR-powered comic using differentiated instruction to help students navigate the spatial complexities of molecular geometry while sharpening their critical thinking.The product was developed using the 4D model (Define, Design, Develop, Disseminate) and integrated visual storytelling, interactive 3D molecular visualisations, and an instructional song to support multimodal learning. Five experts validated the media and content, indicating high validity (media = 89.5%; content = 91%). Effectiveness was examined using a one-group pretest-posttest design with 30 Grade 11 students. Shapiro–Wilk results confirmed normal distributions for pretest and posttest scores (p = 0.278; p = 0.324). A paired-samples t-test showed a significant improvement in students’ critical thinking after the intervention (t(29) = -11.524, p < 0.001). Learning gains were moderate (n-gain = 0.40), with the strongest improvements in supposition and integration but inference and decision-making require further reinforcement through targeted scaffolding, such as the inclusion of guided inquiry prompts or interactive decision-making tasks within the AR interface that direct students to evaluate electron pair repulsions and conclude molecular properties based on their 3D observations. Overall, the AR differentiated comic is a promising medium for strengthening critical thinking in chemistry differentiated learning.

Zero Waste-Oriented Adiwiyata Program in Developing Environmental Care Character of Madrasah Ibtidaiyah Students

2026-04-30T13:55:03+00:00

Managing plastic waste is still a big environmental problem, especially in schools where students need to learn to care about the environment from a young age. This study investigates the execution of a zero waste-oriented Adiwiyata program at an Islamic elementary school, emphasising the incorporation of zero waste principles, engagement with the school ecosystem, and the cultivation of students' environmental stewardship character. A descriptive qualitative methodology was utilised, involving 28 informants chosen via purposive sampling. We gathered data through interviews, observations, and documents, and we used the Miles and Huberman interactive model with triangulation to analyse it. The results indicate that zero waste practices, including the utilisation of personal eating utensils, daily waste sorting, and environmental activities, were effectively incorporated into the school culture through consistent habituation, promoting the internalisation of 3R principles. The program worked better because the school ecosystem, especially the students, was actively involved. The program helped cut down on plastic waste and make students more aware of the environment and more responsible. Internal commitment was more important than external funding. This research presents an innovative contribution by showcasing an integrated model of zero waste, Adiwiyata, and Islamic value-based character education at the Madrasah Ibtidaiyah level, emphasising its potential as a replicable framework for sustainability-oriented education.

Effect of Guided Inquiry on Pre-Service Teachers’ Achievement and Retention in Photosynthesis

2026-04-30T13:55:05+00:00

This study investigated the effect of Guided Inquiry (GI) on pre-service teachers' academic achievement and retention in photosynthesis. A quasi-experimental research design was used with 65 pre-service teachers, where 32 were assigned to the experimental group (EG) and 33 to the control group (CG). Data were collected using a Learners' Achievement Test and analysed using descriptive statistics: means and standard deviations, and inferential statistics, including T-tests and analysis of covariance (ANCOVA). Both groups completed a pretest, and no significant difference was recorded in prior knowledge (p > .05). Post-tests measured pre-service teachers' achievement and retention after teaching both groups. A T-tests showed that learners taught using GI scored significantly higher than those taught using Traditional Teaching (TT) (p < .05). ANCOVA, controlling pretest scores, confirmed a significant effect of the teaching approach on post-test achievements in favour of GI (p < .05). Differences between male and female achievements were not statistically significant (p > .05). The findings suggest that GI enhances conceptual understanding and retention in science education.

The Effect of PjBL-Based QODE Model on Critical Thinking and Learning Achievement of Buffer Solution Topic

2025-10-27T03:02:47+00:00

Chemical misconceptions often occur when students need to understand the initial concept. This misconception has an impact on students' ability to understand the material and results in a decrease in students' learning achievement. Students' concept understanding can significantly improve by applying practical learning approaches, models, and strategies. This study aims to determine how applying the QODE learning model based on PjBL improves grade XI students' learning achievement and critical thinking skills on Buffer Solution topic. This type of research is a quasi-experiment with a nonequivalent control group pretest–posttest design. This study's subjects were control class for cooperative learning group investigation learning model and experimental class for PjBL-based QODE learning model at SMA Negeri 1 Sleman. Two intact classes (n = 36 per group) completed a two-tier multiple-choice critical-thinking test and an achievement test before and after a 3-session intervention. The research data were analyzed using the Wilcoxon and the N-gain tests. The Wilcoxon test result shows that both learning models used in experimental and control groups influence student learning achievement and critical thinking with the value of Sig. <0.05. N-Gain test shows that the experimental group experienced an increase of 0.74 for critical thinking skills and 0.78 for student learning achievement which in high category, while the control group experienced an increase of 0.38 for critical thinking skills and 0.73 for student learning achievement which in low and high category. These findings indicate that the QODE learning model based on PjBL contributes to improving students' critical thinking.

Analysis of Numeracy Literacy Ability of 11th Grade Students on Reaction Rate Material at SMAN 1 Grogol

2025-10-27T03:02:49+00:00

Numeracy literacy skills are abilities that need to be trained and developed, focusing on understanding concepts and mathematical calculations as well as their application in the process of contextual problem-solving. Specifically, the level of numeracy literacy in each school in Indonesia has not yet been identified, particularly in the context of reaction rates in chemistry, which is rarely analyzed. Therefore, this study aims to describe the overall level of students' numeracy literacy on the topic of reaction rates, based on numeracy literacy indicators, gender, and cognitive aspects in Bloom's taxonomy. This research employs a descriptive quantitative approach, involving 60 students as subjects. The research instrument consisted of 20 essay questions about numeracy literacy skills related to the topic of reaction rates, with a reliability of 0.817, categorized as very high. The research results indicate that, overall, the level of numeracy literacy on the topic of reaction rates remains low, with a percentage of 37.74%. Based on indicators, (1) the ability to analyze information in the form of tables, graphs, diagrams, and charts reached 47.09%; (2) the use of numbers and symbols was 36.07%; (3) interpreting analysis results to make decisions was 34.28%. Based on gender, male students achieved a rate of 39.61%, while female students achieved a rate of 37.06%. Based on cognitive aspects in Bloom's Taxonomy, C4 (analyzing) achieved the highest score of 50.44%, followed by C5 (evaluating) at 32.08%, C3 (applying) at 29.70%, and C6 (creating) at 21.50. These findings emphasize the importance of improving numeracy literacy skills in Indonesia, especially in chemistry education. These results can also serve as a basis for teachers in designing learning strategy policies by integrating numerical skills, data interpretation, and logical reasoning to enhance students' numeracy literacy in chemistry learning more broadly.