Hydrogen: Jurnal Kependidikan Kimia (Hydrogen: Journal of Chemistry Education, e-ISSN: 2656-3061 & p-ISSN: 2338-6487) is an open-access scientific periodical journal published by the Department of Chemistry Education, Faculty of Applied Science and Engineering, Mandalika University of Education. It contains research and review articles covering studies in chemistry education at schools, higher education, and communities and pure or applied studies in chemistry. Journal title : Hydrogen: Jurnal Kependidikan Kimia Initials : H-JKK Abbreviation : Hydrogen. Jurnal. Kependidikan. Kimia Frequency : Bimonthly DOI : 10.33394 ISSN : 2338-6487 (Print) | 2656-3061 (Online) Editor-in-chief : Yusran Khery Publisher : Department of Chemistry Education, Faculty of Applied Science and Engineering, Mandalika University of Education Indexed : SINTA | Google Scholar|GARUDA Acreditation : Sinta 2 204/E/KPT/2022| Download Certificate All submitted manuscripts will be subjected to the peer-review process following a thorough inspection by the editors. The journal is published in both printed and online versions. The online version is free to access and download. Hydrogen: Jurnal Kependidikan Kimia (Hydrogen: Journal of Chemistry Education) was first published in 2013. During the period of 2013-2022, Hydrogen was published twice a year (June and December). Due to a large amount of interest from the author, Hydrogen publishes bimonthly in February, April, June, August, October, and December starting by 2023. Authors across the globe are welcome to submit their papers to the prestigious journal by fulfilling the requisite criterion. Every manuscript sent to the editorial office of the journal ought to follow the writing guidelines. If the manuscript does not meet the guidelines or is written in a different format, the article will BE REJECTED before further review. Only submitted manuscripts that meet the journal's format will be processed further. Hydrogen: Jurnal Kependidikan Kimia (Hydrogen: Journal of Chemistry Education) collaborated with: LPPM UNDIKMA This journal has been ACCREDITED by the National Journal Accreditation (ARJUNA) Managed by the Ministry of Education, Culture, Research, and Technology, Republic Indonesia with Fourth Grade (SINTA 4) starting from 2022 to 2026. Decree Number: 1429/E5.3/HM.01.01/2022 Hydrogen: Jurnal Kependidikan Kimia (Hydrogen: Journal of Chemistry Education) provides immediate OPEN ACCESS to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. All published articles will be assigned with DOI (Digital Object Identifiers). The DOI of the journal is https://doi.org/10.33394/hjkk.xxxxx.xxxxÂ
License and Publishing Agreement In submitting the manuscript to the journal, the authors certify that: They are authorized by their co-authors to enter into these arrangements. The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. That it is not under consideration for publication elsewhere, That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out. They secure the right to reproduce any material that has already been published or copyrighted elsewhere. They agree to the following license and publishing agreement. Copyright Authors who publish with Hydrogen: Jurnal Kependidikan Kimia agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Licensing for Data Publication Hydrogen: Jurnal Kependidikan Kimia uses a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data: Open Data Commons Attribution License, http://www.opendatacommons.org/licenses/by/1.0/ (default) Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.
Science Literacy Profile of High School Students: Implications of PBL Didactic Design on the Topic of Microplastics
This study aims to analyze the science literacy profile of high school students following the implementation of a didactic problem-based learning (PBL) design on the topic of microplastics. This study adopted a Didactical Design Research (DDR) methodology involving 36 high school students from Sukabumi Regency as the research sample. The selection of the participants was made to create a supportive environment for the implementation and assessment of the didactic design that had been developed. To accumulate data regarding students' scientific literacy, the assessment instruments that were designed following the PISA science framework were used. Students were tested in their capacity to give explanations for scientific phenomena, to assess and create scientific investigations, and to decipher scientific data. The teachers using these instruments then analyzed the scientific literacy data to ascertain the impact of the PBL-based didactic design. The research results indicate that the students ability to explain scientific phenomena was very strong but the ability to evaluate investigations and interpret data was rather moderate and therefore needed further support. These findings signify that the didactic PBL design facilitates students’ science literacy in learning the connection of scientific concepts with real-world problems, however, the refinement of the learning activities is necessary in order to maximize the development of higher-order evaluative and analytical skills.
Copyright (c) 2026 Syifa Ayugea Salsabila https://creativecommons.org/licenses/by/4.0
Integrating Sukarara Traditional Weaving into Chemistry Education: Impact on Students' Cultural Literacy and Critical Thinking Skills
Chemistry is often perceived by students as an abstract science disconnected from their cultural heritage. In Lombok, the traditional weaving craft of Sukarara Village contains rich chemical principles, particularly in natural dyeing and mordanting processes. This study aims to investigate the relationship between students' critical thinking perceptions and their cultural literacy within the context of Sukarara’s ethno-chemistry. A quantitative correlational design was employed, involving 47 high school students. Data were collected using validated questionnaires for critical thinking (Cronbach’s Alpha = 0.750) and cultural literacy (Cronbach’s Alpha = 0.824), which integrated local wisdom indicators from Sukarara weaving. Data analysis using Pearson Product-Moment Correlation revealed a weak negative correlation (r = -0.249) with a significance value of 0.092 (p > 0.05). Furthermore, simple linear regression analysis confirmed that critical thinking did not significantly influence cultural literacy (t = -1.723, p = 0.092). These findings highlight a "literacy paradox," where students' general critical thinking abilities do not automatically translate into an understanding of the chemical principles embedded in their cultural heritage. The study concludes that fostering cultural literacy requires explicit pedagogical integration and specialized ethno-chemistry modules rather than relying solely on general cognitive skills.
Copyright (c) 2026 Mei Dewi Astuti, Hendrawani, Khaeruman https://creativecommons.org/licenses/by/4.0
Development and Validation of an Ethnochemistry Integrated Digital Pop Up Book for Acid–Base Instruction
This study develops and evaluates a novel ethnochemistry based digital pop-up book for teaching acid–base concepts at the senior high school level. The novelty of this research lies in integrating local Minangkabau cultural practices with interactive digital pop up media to address the abstract nature of acid–base learning. The study employed a Research and Development approach using the 4D model (define, design, develop, and limited dissemination). Data were obtained through expert validation and limited field testing involving a chemistry teacher and Grade XI students. The media combines animations, videos, interactive navigation, contextual ethnochemistry content, and formative assessments within a single digital learning platform. Expert validation results across material, language, media design, and ethnochemistry aspects indicated a highly valid category. Practicality testing demonstrated very practical outcomes in terms of usability, attractiveness, usefulness, and time efficiency. These findings confirm that the developed media offers an innovative, contextual, and effective solution for enhancing conceptual understanding and student engagement in chemistry learning.
Copyright (c) 2026 Amanda Lestari, Elvy Rahmi Mawarnis, Dwivelia Aftika Sari https://creativecommons.org/licenses/by/4.0
Green Synthesis of Copper Nanoparticles (CuNPs) using Chaya (Cnidoscolus aconitifolius) Leaves Extract as a Bioreductant
Copper nanoparticles (CuNPs) are metallic particles sized 1-100 nm. This study was conducted to develop an ecofriendly and sustainable approach for CuNP synthesis using Cnidoscolus aconitifolius (chaya) leaves extract as a natural bioreductant. The research aimed to determine the optimal synthesis conditions, and characterize the resulting CuNPs. This experimental laboratory study employed a green synthesis method by reducing CuSO₄·5H₂O solution with chaya leaves extract. CuNPs were synthesized at various volume ratios (1:1, 1:2, 1:3, 1:4) and pH values (6-12). Data were collected using instrumental analyses (UV–Vis, FTIR, PSA, and XRD). The obtained data were analyzed descriptively based on spectral, structural, and particle size characteristics. The optimal synthesis condition was achieved at a 1:1 ratio and pH 10, producing CuNPs with a maximum absorption peak at 325 nm, an average particle size of 35.17 nm, and a polydispersity index of 0.2656. FTIR spectra indicated Cu vibrations, while XRD analysis shows the typical 2θ peaks for copper (32.57°, 35.60°, 38.72°, 48.91°, 53.32°, 61.67°, 68.02°, and 72.51°). These findings demonstrate the potential of chaya (Cnidoscolus aconitifolius) leaves extract as a sustainable bioreductant for green synthesis of copper nanoparticles, supporting the development of ecofriendly nanomaterials.
Copyright (c) 2026 Yeni Askiyatul Faricha, Suyatno Sutoyo https://creativecommons.org/licenses/by/4.0
Validation of Ethnochemistry-Integrated Two-Tier Items for Chemical Literacy among Pre-service Chemistry Teachers
Chemical literacy is an essential competency for preservice chemistry teachers because it supports the ability to understand chemical concepts, interpret chemical information, and apply chemistry in daily and socio-scientific contexts. However, chemical literacy assessment is often limited to conventional multiple-choice tests that do not adequately measure reasoning or contextual application. This study aimed to validate ethnochemistry-integrated two-tier multiple-choice with 10 items test for measuring chemical literacy among preservice chemistry teachers. A quantitative survey design was employed with 35 participants from a public university in West Nusa Tenggara selected through convenience sampling. This approach allowed the researchers to obtain initial empirical evidence on the psychometric quality of the ethnochemistry-integrated two-tier instrument for measuring chemical literacy among pre-service chemistry teachers. The instrument was developed by adapting chemical literacy indicators and integrating local ethnochemical contexts into two-tier items, followed by expert judgment validation. Data were collected through face-to-face, paper-based administration and analyzed using the Rasch measurement model to examine item difficulty calibration, item fit statistics, reliability, separation indices, and unidim The Wright map shows that most pre-service chemistry teachers were clustered around the mean ability range (−1 to +1 logits), indicating moderate chemical literacy, while the items were well distributed in difficulty with more challenging tasks such as Item 8 and Item 4 located at higher logits. Rasch analysis further confirmed acceptable measurement quality, with person reliability of 0.71 and Cronbach’s alpha of 0.74, item fit statistics mostly within the acceptable range (Infit MNSQ 0.78–1.43), and strong unidimensionality evidenced by 40.9% variance explained by the measures.ensionality through residual analysis. This study is novel in validating an ethnochemistry-integrated two-tier multiple-choice instrument using Rasch analysis to provide a culturally responsive and reasoning-based assessment of chemical literacy among pre-service chemistry teachers by connecting chemical concepts with local wisdom and real-life contexts.
Copyright (c) 2026 Dyah Puspitasari Ningthias, Ermia Hidayanti, Yunita Arian Sani Anwar, Nora Listantia, Dodiy Firmansyah, Baiq Viona Olganita Sugondo https://creativecommons.org/licenses/by/4.0
Antibacterial Activity of Pegagan (Centella asiatica) Extract Against Bacteria Causing Postpartum Wound Infections
Postpartum perineal wounds are highly susceptible to bacterial infection, particularly by Staphylococcus aureus and Pseudomonas aeruginosa. Although Centella asiatica is widely recognized for its wound-healing properties, quantitative data on its antibacterial potency against postpartum-related pathogens remain limited. This study aimed to evaluate the antibacterial activity of ethanol extract of C. asiatica against S. aureus and P. aeruginosa by determining the minimum inhibitory concentration (MIC) and minimum bactericidal concentration (MBC). Fresh leaves of C. asiatica were extracted using 96% ethanol. Ethanol was selected as the extraction solvent due to its ability to dissolve both polar and semi-polar bioactive compounds, including flavonoids, tannins, and triterpenoids, which are associated with antibacterial activity. Phytochemical screening confirmed the presence of flavonoids, tannins, saponins, alkaloids, and triterpenoids. Antibacterial activity was assessed using the broth microdilution method. The extract exhibited concentration-dependent inhibition, with MIC values of 12.5% against S. aureus and 3.12% against P. aeruginosa, while bactericidal activity for both strains was observed at 25%. These findings provide quantitative evidence of the antibacterial potential of C. asiaticaethanol extract against key bacteria associated with postpartum wound infections, highlighting its potential as a natural antibacterial agent for postpartum wound management.
Copyright (c) 2026 Indriani Febrishaummy Gunawan, Tania Aprilianti https://creativecommons.org/licenses/by/4.0
Surface Modification of Natural Zeolite Using CTAB And Their Characterization
Natural zeolites have been widely used for various applications due to their negatively charged frameworks. The utilization of the negatively charged properties of zeolites has contributed significantly to advances in research, particularly in the treatment of heavy metal or cation-containing waste. Wastewater contains not only environmentally harmful cations or heavy metals, but also anions, such as nitrate, phosphate, sulfate, and chloride. Therefore, the zeolite was modified with CTAB to impart a positive surface charge, enabling it to effectively remove anionic species. This research was modified Klaten’s natural zeolite with CTAB. Before modification, the natural zeolite was ground to 200 mesh and first activated using hydrochloric acid. Subsequently, the zeolite was modified by the addition of CTAB at a concentration corresponding to twice its cation exchange capacity. Natural zeolite, activated zeolite, and modified zeolite were characterized using XRD and FT-IR techniques. Based on the obtained results, it was concluded that the modification of Klaten’s natural zeolite was successfully achieved. This is evidenced in the XRD diffractograms, where the CTAB-modified natural zeolite shows a shift in the d-spacing toward lower 2θ values by approximately 0.5° compared to natural zeolite and acid-activated zeolite, indicating an enlargement of the zeolite pores. Furthermore, the FT-IR spectra reveal the presence of characteristic CTAB absorption bands in the modified zeolite.
Copyright (c) 2026 Maya Sari Ananda Pohan https://creativecommons.org/licenses/by/4.0
Synthesis and Application of CaO-MgO Catalyst from Dolomite for Biodiesel Production
Dependence on dwindling fossil fuels drives the development of biodiesel as a renewable alternative energy. However, the use of homogeneous catalysts, which are difficult to separate, non-reusable, and generate waste, remains a major obstacle. This review aims to examine the potential of dolomite-based heterogeneous catalysts (CaO–MgO) as a more sustainable solution. These catalysts are synthesized through the calcination of dolomite—an abundant carbonate mineral with main components of CaCO₃ and MgCO₃—and can be modified by adding Fe₂O₃, Fe₃O₄, SiO₂, or Na doping to enhance catalytic activity, surface area, and bifunctional properties. Various vegetable oil feedstocks such as Crude Palm Oil (CPO), used cooking oil, tamanu oil, and canola oil have been successfully converted into biodiesel via transesterification (and simultaneous esterification-transesterification) using these catalysts, yielding biodiesel >90% with quality that meets national and international standards. Thus, the synthesis of CaO–MgO catalysts from dolomite promises an effective, economical, and environmentally friendly application for large-scale biodiesel production.
Copyright (c) 2026 Vikky Pramudya Herdiansyah Poeloengan, Ananda Melati Octa Pratama, Erwan Adi Saputro https://creativecommons.org/licenses/by/4.0
Dyeing Cotton and Nylon Fabrics Using Natural Dyes from Hibiscus Rosa Sinensis Leaf Extract Using Infrared Dyeing Technique
The use of synthetic dyes in the textile industry continues to increase due to several advantages including a wide color range, high color fastness, ease of application, and relatively low cost. However, the massive use of synthetic dyes produces dye waste that is difficult to degrade naturally, potentially polluting the environment and increasing the burden on wastewater treatment. This study aims to evaluate the potential of Hibiscus rosa-sinensis leaf extract as a source of natural dyes on cotton and nylon fabrics using various types of mordants. Fresh leaves were dried and ground before being extracted using the maceration method with water as the solvent. The resulting extract was then subjected to dyeing processes using infra-red (IR) techniques. Mordanting was carried out with various mordants, namely potassium aluminum sulfate (KAl(SO₄)₂), ferrous sulfate (FeSO₄), potassium dichromate (K₂Cr₂O₇), and copper sulfate (CuSO₄) using a pre-mordanting method. Evaluation of the results was carried out based on colorimetric values ​​(K/S, L*, a*, b*, C*, and h°) and fastness tests to washing and rubbing. The results showed that the use of mordant increased the color intensity of both types of fabrics. The sample processed using mordant showed excellent color fastness to washing and rubbing.
Copyright (c) 2026 Mia Karlina, Abdurrohman
Article Review: Potential of Alkaloid Compounds from East Kalimantan Mangrove Plants as Antibacterial Agents
Alkaloids are organic compounds characterized by a ring structure containing one or more nitrogen atoms and produced through secondary metabolism in plants and animals. Mangroves are woody plants that grow in wet, muddy, and brackish environments and are widespread in East Kalimantan. Some mangrove species found in this region include Avicennia sp., Rhizophora apiculata, Rhizophora mucronata, Sonneratia alba, Rhizophora stylosa Griff., Avicennia marina, and Bruguiera gymnorrhiza. This study uses a secondary research approach with a narrative review method to provide an overview and scientific information regarding mangrove leaf extract fractions from East Kalimantan that exhibit antibacterial activity. Data were collected from 60 scientific journals published between 2015 and 2025, sourced from electronic databases such as Google Scholar and Semantic Scholar. The review results indicate that mangroves in East Kalimantan possess high biodiversity and significant chemical potential, primarily due to their rich content of secondary metabolites, including alkaloids, flavonoids, tannins, terpenoids, and saponins, which contribute to various biological activities, including antibacterial, antioxidant, anti-inflammatory, and anticancer effects. The findings indicate that mangroves in East Kalimantan contain various secondary metabolites, particularly alkaloids, which contribute significantly to antibacterial activity. Among the species reviewed, Avicennia sp. and Avicennia marina exhibited the most consistent and potent antibacterial effects against several pathogenic bacteria. Overall, this review confirms that mangroves from East Kalimantan are a promising natural source for alkaloid-based antibacterial agents and have potential for further development in pharmaceutical applications.
Copyright (c) 2026 Kharis Matul Aini, Indah Astuti, Alya Syahirah, Muhfidah Lutfia Ulfa, Usman, Wila https://creativecommons.org/licenses/by/4.0
Overview of the Development of Graphene Aerogel as an Anode Material in Lithium-Ion Batteries
The increasing need for energy storage along with the development of portable electronic devices and electric vehicles is driving the development of lithium-ion battery (LIB) anode materials with higher and sustainable electrochemical performance. Commercial graphite currently used as an anode still has limitations in the theoretical capacity and kinetics of lithium ion diffusion. Graphene aerogel (GA), with its porous three-dimensional structure, high surface area, and interconnected conductive network, it has attracted attention as an alternative anode material to improve the specific capacity, velocity and stability of LIB cycles. This review article was compiled through a literature study of research articles and review articles published in the 2016–2023 range, obtained from reputable scientific databases. The literature was analyzed comparatively to examine the relationship between synthesis methods, structural characteristics, composite formation, and electrochemical performance of graphene aerogel as a LIB anode material. The results showed that the three-dimensional aerogel structure rich in hierarchical pore defects was able to increase the specific capacity to more than 1400 mAh g⁻¹, improve the transport of Li⁺ ions and electrons, and maintain cycle stability at various current densities. The formation of composites with metal oxides or transition metals has also been shown to improve the electrical conductivity and storage capacity of lithium. However, most studies still rely on synthetic graphene or graphene oxide as a precursor, so the sustainability aspect of the material has not been fully integrated. Recent studies on LIB anode graphite recycling show great potential for conversion into high-value-added graphene aerogels, although their application as a battery anode material is still limited. Therefore, future research needs to focus on integrating the LIB anode graphite recycling approach with graphene aerogel synthesis to produce a high-performance and sustainable anode material.
Copyright (c) 2026 Neneng Andriani Joko, Sahidin, Ahmad Zaeni, Ruslan https://creativecommons.org/licenses/by/4.0
Ethnochemistry: Potential, Implementation, and Challenges of Integrating Local Wisdom to Enhance Student Motivation and Engagement
Chemistry is often perceived as an abstract and challenging subject, leading to low student motivation and engagement. This article aims to investigate the role of ethnochemistry, integration of local wisdom into chemistry instruction as an innovative approach to address this issue. A thematic literatur review was conducted by analyzing 10 articles from indexed national and international journals (Google Scholar, Scopus, SINTA) published between 2015 and 2025. The findings reveal that ethnochemistry has been implemented through diverse cultural contexts, such as batik-making, traditional food fermentation, and the use of medicinal plants, which are linked to core chemistry concepts (e.g., redox reactions and chemical bonding). Its implementation is most effective when combined with active learning models such as Project-Based Learning (PjBL) and Contextual Teaching and Learning (CTL). This review contributes by identifying the effective configuration of ethnochemistry within active learning, highlighting its holistic impact on motivation, multidimensional engagement, and cultural-scientific literacy, while critically mapping key implementation challenges. Key findings indicate that this approach significantly enhances learning motivation, cognitive achievement, knowledge retention, and student engagement across behavioral, emotional, and cognitive dimensions. Furthermore, ethnochemistry strengthens students’ cultural identity and scientific literacy. However, its implementation faces challenges, including limited standardized teaching materials, the need for teacher capacity building through specific training, and selectivity due to not all chemistry topics being contextually compatible with local wisdom. It is concluded that ethnochemistry is a promising approach to make chemistry learning more relevant and engaging, effectively boosting student motivation and participation in learning activities.
Copyright (c) 2026 Faathir Almur, Hastuti Agussalim https://creativecommons.org/licenses/by/4.0
Profile of Students’ Problem-Solving Skills on Redox Reactions Using PBL-Based E-Worksheet
This study aims to determine the profile of students' problem-solving skills in redox reaction material assisted by E-Worksheet based on problem-based learning. This study is descriptive in nature, using a preliminary research method with data collection techniques carried out using student interview questionnaires, teacher interviews, and preliminary problem-solving skill tests given to students. The data obtained were analyzed descriptively, both qualitatively and quantitatively. This study was conducted on 26 students majoring in mathematics and natural sciences at Semen Gresik High School in Gresik City. The results based on the initial problem-solving skills test showed that the problem-solving skills of the 26 students were still lacking, with a percentage of 74.35% for understanding problems, 51.23% for planning, 51.23% for implementing plans, and 34.61% for evaluation. Based on a questionnaire related to learning media needs filled out by students, it was found that the majority of students (88.5%) still relied on textbooks as their main source of learning. Meanwhile, the use of Student Worksheet was recorded at 46.2%, and only 23.1% had ever used E-Worksheet. This shows that the use of E-Worksheet is still relatively low in the learning process. Chemistry teachers at the school also stated that the problem-based learning model had been implemented, but there were still obstacles, one of which was the difficulty in finding real-life problems that were relevant to chemistry material. Therefore, E-Worksheet is needed as a more accessible learning medium to improve students' problem-solving skills in redox reaction material.
Copyright (c) 2026 Rifdah Fa'iqotul Himmah, Rusly Hidayah https://creativecommons.org/licenses/by/4.0
The Effectiveness of the Socio-Scientific Issues (SSI) Approach on Senior High School Students’ Critical Thinking in Chemistry: A Literature Review
21st century learning emphasizes higher-order thinking skills, one of which is critical thinking. However, the 2022 PISA report shows that Indonesian students' achievements in critical thinking and science literacy are still low. One relevant approach to improving students' critical thinking skills is Socio-Scientific Issues (SSI), which is learning based on contextual, complex, controversial, and everyday science issues. Although the Socio-Scientific Issues (SSI) approach has been widely applied in chemistry learning to train higher-order thinking skills, empirical findings are still scattered and have not been systematically synthesized. This study aims to examine the effectiveness of the SSI approach in improving high school students' critical thinking skills through the Systematic Literature Review (SLR) method based on the PRISMA model. A total of 13 empirical articles published between 2016 and 2025 and indexed on Google Scholar, Sinta, and Scopus were analysed. The results of the study show that SSI-based chemistry learning is effective in improving critical thinking skills, particularly in the aspects of argumentation, evidence evaluation, science-based decision making, and problem solving. These findings indicate that the SSI approach has the potential to become the basis for curriculum development and chemistry learning design oriented towards strengthening critical thinking.
Copyright (c) 2026 Ni Kadek Mira Pratiwi, Komang Jnani Wijaya, I Wayan Redhana https://creativecommons.org/licenses/by/4.0
Socio-Scientific Issues in Chemistry Education for Improving 21st Century Skills: A Systematic Literature Review
This Systematic Literature Review (SLR) investigates the integration of Socio-Scientific Issues (SSI) in chemistry education to foster 21st-century skills. Using the PRISMA framework, 15 empirical studies published between 2020 and 2025 were analyzed from Google Scholar, SINTA, and Scopus. The findings indicate that SSI-based learning significantly impacts various student competencies, with the highest distribution of improvement observed in Critical Thinking (38%) and Science Literacy (31%), followed by Argumentation (13%). Additionally, Problem Solving, Creative Thinking, and Higher Order Thinking Skills (HOTS) each contributed 6% to the reported outcomes. The integration of real-world issues, such as green chemistry and polymer waste, proved effective in bridging abstract chemistry concepts with social-environmental responsibility. This study concludes that SSI serves as a vital catalyst for transforming chemistry pedagogy. Future research should focus on developing standardized assessment instruments to measure the long-term retention of these skills.
Copyright (c) 2026 Heppy Okmarisa, Dwi Eka Sabila, Deswita Maharani, Nurmala Sari https://creativecommons.org/licenses/by/4.0
The Effect of Socio-Critical and Problem-Oriented Approaches on Students' Critical Thinking Skills in Green Chemistry Learning
Critical thinking skills play an essential role in enabling students to understand scientific concepts and solve problems logically and reflectively. However, the 2022 PISA results indicate that Indonesian students still demonstrate low performance in this area, particularly in chemistry learning, which often emphasizes memorization rather than reasoning. This study aims to analyze the effect of an integrated Socio-Critical and Problem-Oriented approach on students’ critical thinking skills in green chemistry learning at State Senior High School 1 Sintang. This research employed a quantitative method with a pre-experimental One Group Pretest–Posttest Design involving 30 students from class XC. Data were collected through classroom observations and critical thinking tests covering five indicators: interpretation, analysis, evaluation, inference, and explanation, and were analyzed using normality tests, homogeneity tests, and t-tests. The findings reveal a significant improvement in students’ critical thinking skills after the implementation of the integrated approach. These results indicate that embedding socio-scientific and contextual environmental issues within problem-oriented green chemistry learning effectively enhances students’ critical thinking skills at the senior high school level.
Copyright (c) 2026 Putri Diana Kamila, Erlina, Rachmat Sahputra https://creativecommons.org/licenses/by/4.0
E-Book of Risk Management in High School Chemistry Laboratories as an Effort to Enhance Occupational Safety and Health
Chemistry laboratory activities at the senior high school level are essential for developing students’ conceptual understanding but simultaneously pose significant occupational safety and health (OSH) risks when not supported by adequate safety literacy and systematic risk management. Despite this urgency, accessible and structured learning resources that explicitly address laboratory risk management in school contexts remain limited. This study aimed to develop an e-book on risk management for high school chemistry laboratories as an innovative digital resource to strengthen students’ safety awareness and support the implementation of OSH practices during chemistry practicums. Using a Research and Development approach with the 4D model, the e-book was designed, validated by experts, and tested for readability and practicality. The results indicate that the e-book achieved very high validity in terms of content, language, and media, was highly readable (95.6%), and demonstrated strong practicality for classroom use (82.5% by teachers and 96.8% by students). These findings suggest that the developed e-book is an effective and feasible digital learning resource that can contribute to fostering a stronger culture of safety and risk awareness in high school chemistry laboratories.
Copyright (c) 2026 Regina Saraswati, I Ketut Sudiana, I Wayan Suja https://creativecommons.org/licenses/by/4.0
Ethno-STEAM/STEM in Chemistry Education: A Literature Review of Instructional Models, Digital Learning Resources, and Their Effects on Chemical Literacy and Critical Thinking
This study presents a literature review of Ethno-STEAM/Ethno-STEM in chemistry education, focusing on instructional models, digital learning resources, and reported effects on chemical literacy and critical thinking from 2021 to 2025. The review employed a systematic search, screening, and selection procedure aligned with the PRISMA 2020 guideline, followed by a qualitative synthesis using thematic analysis and narrative comparative synthesis. Searches were conducted in Scopus (n = 10), Web of Science (n = 10), and SINTA (n = 30). Following PRISMA 2020, 50 records were identified, 12 duplicates were removed, 38 records were screened by title and abstract, 22 full texts were assessed for eligibility, and 15 studies were included in the qualitative synthesis. The findings indicate that the corpus is dominated by development-oriented (R&D) studies emphasizing the design of digitally supported learning resources—most commonly e-modules and e-worksheets/e-LKPD—alongside a smaller number of empirical studies and review evidence (SLR/meta-analysis). Ethno-STEAM/Ethno-STEM is operationalized through multiple pedagogical pathways, primarily inquiry-based approaches (guided/blended inquiry), project/problem-based learning (PjBL/PBL), practicum-oriented learning (including e-lab designs), and culturally responsive teaching. Local wisdom and cultural practices are typically positioned as a contextual foundation for mapping cultural phenomena onto chemistry concepts and for structuring investigation, design, and communication tasks aligned with STEAM practices. Outcome synthesis suggests more consistent support for critical thinking improvement, whereas direct evidence for chemical literacy remains comparatively limited and constrained by variability in outcome measurement and reporting. The review highlights the need for more robust empirical evaluations with clearer reporting of instructional syntax and implementation fidelity, as well as more standardized measurement of chemical literacy and critical thinking.
Copyright (c) 2026 Munawwarah, Sumiati Side https://creativecommons.org/licenses/by/4.0
Development of MolGrid (Molecule Grid) on Molecular Shape Topics Based on VSEPR Theory
Molecular geometry is a chemistry topic which often perceived as difficult by students because of its abstract nature. This study was completed to develop MolGrid (Molecule Grid), a digital puzzle-based learning media on molecular geometry based on VSEPR theory, and to determine its validity and students’ responses. The study obtained a Research and Development approach along with the ADDIE model. It is limited into the analysis, design, and development steps. The product was validated by two content experts and two media experts and tested on Grade XII students of SMA Negeri 5 Pontianak. Data collection was performed by utilizing validation sheets and student responses through the questionnaire. The results revealed the validity of the content reached 100% and media validity reached 98.61%, both categorized as highly valid. Students’ responses in the initial and main trials obtained average scores of 91.41% and 88.18%, respectively, which fall into the very good category. These findings indicate that MolGrid is highly valid and well received and is therefore suitable for a moleculare shape learning media.
Copyright (c) 2026 Syarifah Uyun Ehya, Erlina, Maria Ulfah https://creativecommons.org/licenses/by/4.0
Effects of STEAM-Based Chemistry Learning on High School Students’ Critical Thinking Skills: A Systematic Review
In the 21st century, the world of education faces new challenges that are far more comprehensive and multidimensional. Education in this century requires students to adapt to developments in science by mastering 21st-century competencies, including critical thinking. Chemistry learning as part of the science field is one of the educational facilitators that has great potential in developing critical thinking skills. However, in reality, chemistry is often considered a difficult subject because it involves complex, invisible (submicroscopic) concepts that require high analytical skills. One relevant approach to improving critical thinking skills is the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach. The purpose of this study was to analyse the effect of the STEAM approach on high school students' critical thinking skills in chemistry. This study used the Systematic Literature Review (SLR) method, which analyses relevant articles using inclusion and exclusion criteria in accordance with the PRISMA guidelines. The exclusion criteria include articles that are not fully accessible, non-empirical articles (e.g., opinions, editorials), articles that measure contexts other than high school/MA chemistry, and articles that do not measure critical thinking skills. On the other hand, the inclusion criteria in this SLR included articles published between 2015 and 2025, research contexts on high school/MA students, a focus on the application of STEAM in chemistry learning, peer-reviewed articles (journals, proceedings, published theses), and articles that measured critical thinking skills. The study found that the STEAM approach in chemistry instruction was effective in improving high school students' critical thinking skills.
Copyright (c) 2026 Ni Made Ayu Hari Laksmi Dewi Dasi, Krisna Jiwani Dewi Dasi, I Wayan Redhana https://creativecommons.org/licenses/by/4.0
Analysis of E-Module Teaching Material Needs for Redox Reaction Topics Based on Project-Based Learning (PjBL) Integrated with Local Wisdom Culture
This study addresses the limited availability of contextual and engaging chemistry teaching materials, particularly for redox reaction topics, which are often perceived as abstract and difficult by students. The core issue identified is the lack of electronic teaching materials that support Project-Based Learning (PjBL) and integrate ethnopedagogical elements or local wisdom within the Merdeka Curriculum framework. To respond to this problem, the study employed a descriptive qualitative research design to analyze the need for developing an e-module on redox reactions. Data were collected through teacher interviews, student questionnaires, and an analysis of existing chemistry textbooks at SMA Negeri 2 Percut Sei Tuan. The findings reveal that a majority of students experience difficulties in understanding redox reactions, are less motivated by conventional textbook-based learning, and express strong interest in electronic, interactive learning media. Although the analyzed textbooks meet national feasibility standards (BSNP), they do not facilitate project-based, contextual learning nor integrate local cultural values. Teacher interviews further indicate that while PjBL has been introduced, its implementation is not optimal due to the absence of appropriate supporting teaching materials. Based on these scientific findings, it can be concluded that there is a clear and urgent need to develop an ethnopedagogy-integrated e-module for redox reaction topics. Such an e-module is expected to support active, contextual, and meaningful learning, enhance students’ conceptual understanding, and serve as a foundation for future chemistry teaching material development.
Copyright (c) 2026 Edwin Pakpahan, Ramlan Silaban, Citra Sianturi https://creativecommons.org/licenses/by/4.0
Analysis of Grade XII Students' Mathematical Perceptions in Learning Colligative Properties of Solutions
Chemistry learning, especially in the subject of colligative properties of solutions, requires quantitative abilities and appropriate mathematical skills. Various studies show that difficulties in mathematics can hinder the understanding of abstract and calculation-based chemistry concepts. However, studies that specifically examine students' perceptions of mathematical ability challenges and their relationship to understanding the colligative properties of solutions are still limited. Therefore, this study aims to describe students' perceptions of mathematical ability and their understanding of the colligative properties of solutions, as well as to analyze the relationship between these two variables. This study uses a quantitative approach with a descriptive-correlational method. The research subjects consisted of 37 students of class XII C6 of State Senior High School 2 Tanjungpinang in the 2025/2026 academic year. Data were collected through a closed questionnaire using a five-point Likert scale consisting of 35 statements, covering the variables of perception of mathematical ability and understanding of the colligative properties of solutions. Data analysis was performed descriptively and using Pearson's correlation test with the help of IBM SPSS Statistics 24. The results showed that students' perceptions of mathematical ability were in the good to fair category, while their understanding of the colligative properties of solutions tended to be in the fair category. The Pearson correlation test produced a coefficient of r = 0.672 with a significance value of 0.000, indicating a strong positive and significant relationship between students' perception of mathematical ability and their understanding of the colligative properties of solutions. These findings emphasize the importance of strengthening students' abilities and confidence in mathematics to improve their understanding of quantitative chemistry concepts.
Copyright (c) 2026 Aira Putri Januar, Meidiana Dwi Setyo Rini, Nur Feby Richi Ananda, Nur Fikriyah, Puan Afra Edhrinabila, Yurisa Okta Werdiani, Fathiya Rohadatul Aisy, Nina Adriani, Ervinna Ima Suryani Damanik, Safrawita https://creativecommons.org/licenses/by/4.0
Description of The Learning Motivation of 10th Grade High School Students in Chemistry Learning on The Merdeka Curriculum Application
Learning motivation is an important factor that influences student success in the learning process. This study aims to describe the level of learning motivation of tenth grade students in Chemistry using the Merdeka Curriculum. This study uses a quantitative descriptive approach with 143 tenth grade students at Mujahidin High School in Pontianak as subjects. Data collection techniques included observation, questionnaires, and documentation, while data analysis was conducted descriptively by calculating the percentage of each learning motivation indicator. The results showed that students' learning motivation was in the high category, with details as follows: desire and willingness to succeed (74%), hopes and future aspirations (63%), showing interest (62%), perseverance in completing tasks (74%), appreciation in the learning process (63%), interesting learning activities (50%), a conducive learning environment (77%), and encouragement and needs in learning (65%). Overall, student motivation is classified as high, but the indicator of interesting learning activities still needs improvement. These findings are recommended to schools and teachers as a basis for providing supporting facilities, designing instructional designs, and implementing more varied learning strategies to increase student learning motivation.
Copyright (c) 2026 Shandy Mahyidien Amara, Hairida, Erlina https://creativecommons.org/licenses/by/4.0
Green Chemistry Microscale Practicums on High School Students’ Learning Outcomes and Motivation: Systematic Literature Review
Microscale practicums are a practicum design that utilizes small amounts of materials and tools as a solution to the limitations of school laboratories, while integrating the application of green chemistry principles in education. A number of empirical studies have reported the positive impact of implementing green chemistry-based microscale practicums. However, studies that specifically integrate green chemistry principles and analyze their integrated impact on learning outcomes and motivation among high school students are still limited and scattered. The purpose of this study is to systematically examine how the application of green chemistry-based microscale practicums can improve learning outcomes and motivation among high school students. This study uses the Systematic Literature Review (SLR) method with the PRISMA model through searching for articles on Google Scholar, GARUDA, DOAJ, and SCOPUS. The articles analyzed were adjusted to the inclusion criteria, namely empirical studies published between 2005 and 2025 with high school/MA students as subjects and focusing on the effect of green chemistry-based microscale practicums on student learning outcomes and motivation. A total of 10 articles met the inclusion criteria and were analyzed in this study. The synthesis results show that this approach consistently improves student learning outcomes in terms of concept understanding, achievement, science process skills, and student memory retention, as well as learning motivation through increased interest and enthusiasm for learning. These findings provide evidence-based guidance for chemistry teachers and curriculum developers in designing environmentally friendly laboratory learning that is effective in improving students' cognitive and affective achievements.
Copyright (c) 2026 Komang Jnani Wijaya, Ni Kadek Mira Pratiwi, I Wayan Redhana https://creativecommons.org/licenses/by/4.0
The Effectiveness of Articulate Storyline 3-Based Learning Media on Students’ Learning Outcomes in Inorganic Compound Nomenclature
The use of technology-based learning media is still rarely applied by chemistry teachers in schools, teachers tend to use conventional methods such as lectures and assignments, so that student learning outcomes are still low, one of the learning media that can be applied is Articulate Storyline 3. The purpose of this study was to determine the effectiveness of using Articulate Storyline 3-based learning media on the material of Nomenclature of Inorganic Compounds. The method used is Quasi Experimental Nonequivalent Control Group Design. With a sample of class XI-F5 as the experimental class and XI-F4 as the control class, each with 32 students. The results of the normality test showed that some of the data were not normally distributed, and the homogeneity test showed that the posttest variance was not homogeneous (Sig. = 0.040 <0.05), so the Mann-Whitney U test was used, the test results showed a significant difference between the pretest and posttest scores in the experimental class with a value of (0.001 <0.05). Then the effect size value was obtained at 0.915 with a large category. Thus, the use of learning media based on Articulate Storyline 3 is more effective in improving students' learning outcomes in the material on nomenclature of inorganic compounds.
Copyright (c) 2026 Yulius Bagara Motuhonu, Eny Enawaty, Rachmat Sahputra https://creativecommons.org/licenses/by/4.0