IJCER (International Journal of Chemistry Education Research)

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

Khafifah Aulia Wulayalin — 2025-10-25

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

Niken Yuhana Pertiwi — 2025-10-25

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.

Analysis of Students' Scientific Literacy Ability in Terms of Learning Styles on Acid-Base Material

Nurul Ulya Septiani — 2025-10-25

This study aims to determine students' science literacy abilities, to know students' science literacy abilities based on learning styles, and to determine differences in students' science literacy based on learning styles in acid-base materials. This research is a non-experimental causal-comparative quantitative study with a sample of 62 students from 11th grade Science (MIPA) at MAN 1 Jombang, specifically classes XI-H and XI-I. The sample was selected using a purposive sampling techniques. The research instruments used were interviews for the preliminary study, a test consisting of 19 questions covering all literacy indicators with a test reliability score of 0.697, which is considered high, and a questionnaire to determine students' learning styles using the AkuPintar website. The interview results indicate that the school has implemented the independent curriculum, but the application of science literacy in learning is still limited to providing introductory readings before explaining the material and during practice exercises, and has not fully integrated the aspects of science literacy. The research results show that students' science literacy skills on acid-base materials fall into the medium category. Based on science literacy indicators, the high category is found in the indicators of researching, evaluating, and using scientific information for decision-making and action; the medium category is found in the indicator of explaining phenomena scientifically; and the high category is found in the indicators of designing and evaluating designs for scientific investigations and critically interpreting scientific data and evidence. Based on learning styles, students with a visual learning style have higher science literacy skills, followed by students with an auditory learning style and students with a kinesthetic learning style. Although there are differences in mean scores between learning styles, statistically no significant difference was found in students' science literacy abilities based on learning style. This indicates that efforts to improve science literacy should focus on enhancing the quality of teaching, student engagement, and strengthening scientific thinking skills, rather than solely on adapting teaching methods to specific learning styles.

Application of Project-Based Worksheets on the Utilization of Rice Husk Charcoal Adsorbent to Reduce Groundwater Hardness in Develoving Students’ Scientific Performance

Hana Humaira Khairunnisa — 2025-10-25

This study evaluates the effectiveness of project-based worksheets in developing students' scientific performance through practical application of rice husk charcoal adsorbents for groundwater hardness reduction. This is first study integrating project-based worksheets with practical application of rice husk charcoal for water hardness reduction for develoving students’ scientific performance in chemistry education. Using a pre-experimental one-shot case study design, 36 twelfth-grade students from SMKN 7 Bandung participated in a six-session practicum involving complexometric titration and adsorption processes. Students' scientific performance was assessed across five project stages using validated rubrics (0-100 scale). Rice husk charcoal adsorbents (0.2g and 0.5g) were tested against groundwater samples, with hardness measured through EDTA titration using established analytical protocols. Results demonstrated consistently high performance across all stages: problem identification (92.1%), project design (91.3%), implementation (89.8%), prototype development (89.8%), product evaluation (95.6%), and finalization (86.7%). Statistical analysis showed significant improvement in students' ability to connect theoretical concepts with practical applications, particularly in understanding complexometric titration mechanisms and adsorption principles. The adsorbent successfully reduced groundwater hardness below WHO standards (500 mg/L), validating both the environmental solution and pedagogical approach. This integrated methodology uniquely combines analytical chemistry education with sustainable environmental remediation, demonstrating measurable enhancement in students' scientific literacy, critical thinking, and problem-solving capabilities through authentic, hands-on learning experiences that address real-world water quality challenges.

Perceptions of K-12 teachers on Mobile Augmented Reality in Biology Education: A Descriptive Action Research

Raianne Joy Maulion — 2025-10-25

This study aims to examine the perceptions of K–12 science teachers regarding the integration of Mobile Augmented Reality (mAR) as a pedagogical tool in Biology education. Specifically, it investigates current mAR usage, its perceived impact on student learning, and the challenges teachers face in its implementation. Using a mixed-method research design, data were collected from 34 teachers through surveys and interviews. Results reveal that only 44.1% of respondents have used mAR in their lessons primarily coming from private schools, while 55.9% have not, primarily due to limited access to devices, unstable internet, and insufficient training. Teachers who employed mAR reported improved student engagement, enhanced visualization of complex concepts, and increased motivation and collaboration. mAR was most used during the engagement and exploration phases, particularly in anatomy and cell biology lessons. Despite challenges in curriculum alignment, technical support, and classroom management, most teachers acknowledge the potential of mAR to enrich Biology education. The study highlights the need for improved infrastructure, targeted professional development, and curriculum-aligned AR content to support wider adoption.

Development Of Google Sites-Based Learning Media To Increase Student Learning Interest

Ana Mustafidatul Laili — 2025-10-25

Educational websites utilize information and communication technology to facilitate active learning for students, unrestricted by time and location. As a form of digital media, websites offer numerous benefits, such as the capacity to host extensive materials, making them ideal supplementary resources for students. The flexibility of websites allows for easy access without concerns about time constraints or high costs. One effective platform for creating educational websites is Google Sites, which is user-friendly, efficient in internet data and storage usage, and requires no complex programming skills. Furthermore, Google ensures security for its users and offers free website development. These sites can be designed to feature comprehensive content and visually appealing layouts to boost student engagement. The accessibility and advantages presented by Google Sites address the challenge of low student interest in chemistry, making its development a suitable solution. This research is classified as research and development (R&D), using the ADDIE instructional development model which aims to produce products in the form of google site-based learning media on the material of the mole concept. The study's findings indicated a validation score of 90.26% from subject matter experts, categorized as very feasible/valid, and 89.67% from media experts, also deemed very feasible/valid. Additionally, a readability assessment of the learning website achieved a score of 86.11%, meeting easy-to-understand criteria. The website has been implemented in classroom learning. The results of the analysis of student scores before and after the test showed an increase in learning interest. Although the increase is relatively low, with an N-Gain value of 0.21, these results indicate the potential for further improvement if the research is developed more optimally. Thus, it can be concluded that Google Sites-based learning media on the material of the mole concept has the potential to increase student interest in learning.

The Analysis of the Senior High School STEM Students and Non-STEM Students’ Level of Interest towards Learning Biology

James Ollero — 2025-10-25

Students’ interest in learning specific disciplines has long been a subject of educational research due to its potential impact on academic performance. Biology, as a core subject in science education, is often perceived as content heavy and reliant on memorization, which may contribute to declining student engagement. This study investigates the significant predictors of interest in learning biology among senior high school students from both STEM and non-STEM disciplines, based on their demographic and academic profiles such as their grade level, strand, first language, sex, age and their intended course in college. Employing a descriptive-quantitative research design, the study utilized a survey approach with an adapted Likert-scale instrument adapted to measure levels of interest. The majority of respondents were grade 12 students, predominantly from the STEM strand with 132 students while non-STEM disciplines are composed of a total of 88 students, Tagalog ethnicity, female, aged 17 and below, and with intentions to pursue non-biology-related college courses. Results revealed that both STEM and non-STEM students exhibited a comparable level of interest in biology, categorized as “Moderately Agree,” with mean scores of 4.37 and 4.13, respectively. Notably, sex and intended college course emerged as statistically significant predictors of students’ interest in learning biology. These findings suggest that while strand affiliation may not drastically influence interest levels, individual factors such as gender and academic aspirations play a more pivotal role. The study underscores the importance of considering diverse demographic variables in understanding and enhancing student engagement in biology education. Future research is encouraged to explore additional factors that may influence interest, such as instructional methods, classroom environment, and prior academic experiences.

AI-Powered Chatbots in Science Education: Meta-Analysis of Pedagogical Integration and Student Achievement

Jermae Dizon — 2025-10-25

The integration of artificial intelligence (AI) in education has accelerated, yet its pedagogical impact remains uneven and theoretically underexplored, particularly in science education. Existing studies often emphasize technical features or user satisfaction, with limited focus on how instructional design and learning context shape learning outcomes. This meta-analysis evaluated the effectiveness of AI-powered chatbots in improving student achievement in science education and identified key moderating factors influencing their impact. Using PRISMA guidelines, 26 empirical studies published between 2020 and 2024 were systematically reviewed and analyzed with a random-effects model. The overall effect size was statistically significant and moderate (Hedges’ g=0.610, p< 0.001), suggesting that chatbot-supported instruction outperformed traditional methods in many cases. However, substantial heterogeneity was observed (I²=96.58%), indicating that effectiveness varied significantly based on socio-economic context, subject area, pedagogical design, and learner experience. Chatbots were most effective in lower-middle-income countries and in subjects like computer science and natural sciences, especially when implemented through scaffolded or personalized learning strategies. Gains in engagement and satisfaction were common, while effects on self-efficacy and navigation were mixed. These findings challenge uniform assumptions about AI’s role in education and call for theory-informed, context-sensitive integration strategies. Importantly, this study extends existing learning theories by showing that AI-driven dialogue systems act not merely as tools but as active mediators of both cognitive and affective processes. Future research should pursue longitudinal designs, hybrid human–AI teaching models, and ethical frameworks to guide equitable and sustainable implementation across educational contexts.

Enhancing Pre-Service Teachers' Resilience to Overcome Chemistry Anxiety: Self-Determination Theory Approach

Sakyiwaa Boateng — 2025-10-25

This study investigates the influence of Self-Determination Theory (SDT) as a construct to help pre-service teachers mitigate chemistry anxiety as they build resilience in the subject. The study was framed within the three key sub-constructs of autonomy, competence, and relatedness under SDT as a theoretical lens. The study employed sequential mixed methods research approaches and sampled pre-service teachers from two South African universities, one university being in the urban area and the second university in the rural area. Whole-class interventions were employed in each institution where the researchers incorporated a resilience toolkit over a semester. Questionnaires and interviews were the main instruments used to collect data. The data was analysed using descriptive statistics and thematic analysis. The study found that pre-service teachers generally experienced anxiety in chemistry, and that female pre-service teachers displayed statistically significant anxiety scores compared to males (p = 0.018); whereas the location of the university had no statistically significant influence on anxiety scores (p = 0.896). The study further found that the interventions improved emotional regulation, competence, and intrinsic motivation while fostering supportive peer networks. The study recommends integrating resilience-building strategies into science teacher training programs to equip pre-service teachers with skills to manage science anxiety effectively.

Development of Structured Assignment Sheets on Factors Affecting Reaction Rates to Train Concept Building Skills

Wullida Hayuning Bidari — 2025-04-30

The objective of this study is to develop a Structured Assignment Sheet for Concept Building Ability, abbreviated as LPT-KMK, that is feasible for use as a learning tool on the topic of factors influencing reaction rates. This research adopts a research and development (R&D) methodology to design and refine the LPT-KMK. The feasibility of the developed LPT-KMK is assessed based on three criteria: validity, practicality, and effectiveness. The LPT-KMK, which was developed and validated by expert reviewers, was trialed in June 2024 with a group of 25 eleventh-grade students from SMAS Muhammadiyah 10 Sugio, located in the Lamongan district. The instruments employed in this study included review sheets, validity assessment sheets, student response questionnaires, and concept-building ability tests. The findings indicate that the LPT-KMK achieved a mode score of 4 for both construct and content validity, classifying it as valid. Additionally, the practicality of the LPT-KMK was confirmed, with student response percentages ranging from 84% to 100%. The effectiveness of the LPT-KMK was validated through statistical analysis of student test results using the statistical application. The implementation of the LPT-KMK material on the topic of factors affecting reaction rates resulted in significant improvements in student performance. Therefore, the developed LPT-KMK is considered valid, practical, effective, and suitable for use as a learning device in chemistry education, specifically in teaching factors influencing reaction rates.