Endang Widjajanti Laksono

Learning independence is an important competence for university students, particularly in chemistry learning, where students are expected to manage complex learning tasks independently. However, its multidimensional structure requires further empirical validation within the higher-education chemistry context. This study aimed to develop and evaluate the psychometric properties of a Learning Independence instrument for university-level chemistry students. The instrument was developed through a systematic process of item construction, expert validation, exploratory factor analysis (EFA), first-order confirmatory factor analysis (CFA), and second-order CFA. Data were collected from 150 university students using a four-point Likert-scale instrument. EFA identified five dimensions of learning independence: self-regulation, internal motivation, responsibility, self-confidence, and initiative. The second-order CFA demonstrated an acceptable model fit (χ²/df = 1.392, RMSEA = 0.051, CFI = 0.928, TLI = 0.916, IFI = 0.930, and RMR = 0.043). The standardized loadings of the five dimensions on the higher-order construct were 0.87 for self-regulation, 0.47 for internal motivation, 0.92 for responsibility, 0.93 for self-confidence, and 0.04 for initiative. These findings indicate that learning independence is a multidimensional and hierarchical construct, with self-confidence, responsibility, and self-regulation showing the strongest relationships with the higher-order construct. However, the weak representation of Initiative indicates the need for further refinement and validation. The instrument provides a useful basis for assessing learning independence in university-level chemistry learning.

Changing the counterion of anionic and cationic surfactants to form anionic surfactant ionic liquids and metal-based cationic surfactant ionic liquids affects the stability of reduced graphene oxide dispersions and the performance of the composites.

Undergraduate chemistry programmes increasingly need to develop professional competencies such as problem-solving, technical communication, and collaboration alongside disciplinary knowledge, yet conventional verification-based laboratory instruction rarely develops these competencies together. This study investigated whether an immersive learning environment built around authentic, iterative formulation troubleshooting was associated with differences in four professional-competency outcomes—problem-solving, technical project writing, oral presentation, and collaborative attitude—in an undergraduate Cosmetic Chemistry course. A quasi-experimental, non-equivalent comparison-group design involved 47 chemistry students in two intact classes (immersive condition, n = 25; comparison condition, n = 22). Because each condition was represented by a single intact class and assignment was non-random, pre-existing differences between classes cannot be excluded as an alternative explanation for the observed between-group differences. Outcomes were post-intervention problem-solving, technical project writing, oral presentation, and collaborative attitude, treated as related professional competency domains, with pre-intervention collaborative attitude as a covariate. Researcher-developed instruments showed acceptable-to-strong validity and reliability evidence. In the primary reduced-model MANCOVA, instructional condition was associated with a significant multivariate difference across the four outcomes (Pillai’s Trace = 0.945, F(4, 41) = 174.88, p < 0.001), and follow-up ANCOVAs indicated higher adjusted scores in the immersive condition across all four outcomes (all p < 0.001). Because the two conditions differed in several coordinated features besides virtual reality, the findings concern the integrated instructional package rather than an isolated virtual reality effect. Given the small, non-randomized, single-institution sample, the results should be read as preliminary evidence from an exploratory comparison of two intact classes rather than as causal evidence of instructional effectiveness.

This study examines the effectiveness of authentic, scaffolded learning implemented through a digitally supported project-based approach in enhancing pre-service chemistry teachers’ practical skills and self-efficacy within a cosmetic chemistry course. While project-based learning and digital tools are widely used, limited research has explored how their integration operates within domain-specific, applied contexts. Cosmetic chemistry, as a product-oriented and constraint-driven domain, offers distinct pedagogical potential for such integration. A quasi-experimental post-test-only control group design was conducted with 63 pre-service teachers. The experimental group engaged with a digitally scaffolded PjBL e-module, while the control group received conventional instruction. Practical skills were assessed through structured performance observation, and self-efficacy was measured using a validated Likert-scale questionnaire ( r = 0.585–0.712; Cronbach's α = 0.852). Independent samples t -tests revealed significant differences in both practical skills and self-efficacy ( p < 0.001), with large effect sizes ( d = 1.24 and 1.35, respectively). The findings indicate that the intervention supported not only procedural performance but also evaluative and decision-making aspects of laboratory competence, alongside increased confidence in task execution. Importantly, the results demonstrate that cosmetic chemistry functions as a pedagogical domain that actively shapes learning through its product-oriented and constraint-based characteristics. This underscores the importance of aligning pedagogy, scaffolding, and domain-specific context in designing effective chemistry learning environments.

Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan berpikir kritis dan keaktifan belajar peserta didik dengan model Problem-based Learning (PBL) dan peserta didik dengan pendekatan Saintifik. Jenis penelitian ini adalah quasi experiment dengan desain pretest-posttest control group. Jumlah sampel dalam penelitian ini yaitu 74 peserta didik yang dipilih menggunakan teknik random sampling. Sampel terdiri dari 37 peserta didik untuk kelompok eksperimen dan 37 peserta didik untuk kelompok kontrol. Data diperoleh melalui tes kemampuan berpikir kritis, observasi keaktifan belajar, penilaian keaktifan belajar oleh teman kelompok. Analisis data menggunakan uji statistika MANOVA dan analisis statistika deskriptif. Hasil penelitian menunjukkan bahwa ada perbedaan yang signifikan kemampuan berpikir kritis dan keaktifan belajar peserta didik yang mengikuti pembelajaran model PBL dan peserta didik yang mengikuti pembelajaran dengan pendekatan Saintifik pada materi laju reaksi.Persentase sumbangan efektif model PBL terhadap kemampuan berpikir kritis sebesar 28,5% termasuk kategori sedang, dan persentase sumbangan efektif model PBL terhadap keaktifan belajar peserta didik sebesar 23,7% termasuk kategori sedang.

Pendidikan yang berkualitas saat ini telah menjadi program pemerintahan yang terus diupayakan. Pengupayaan tersebut dilakukan untuk mencapai peningkatan pendidikan yang berkualitas. Maka, tujuan penelitian: memberikan gambaran mengenai seberapa pentingnya upaya dalam meningkatkan kualitas pendidikan melalui penelitian apakah terdapat perbedaan yang signifikan terhadap pemahaman konsep dan efikasi diri peserta didik pada pembelajaran laju reaksi menggunakan inkuiri terbimbing berbasis multiple representation dan saintifik; serta berapa persen sumbangan efektif pembelajaran inkuiri terbimbing berbasis multiple representation terhadap pemahaman konsep dan efikasi diri peserta didik SMA pada materi laju reaksi. Jenis penelitian quasi eksperimen dengan metode Posttest-Only Control Design. Jumlah sampel yaitu 68 peserta didik kelompok XI di salah satu SMA Negeri di Kaimana, dipilih menggunakan teknik random sampling. Jumlah peserta didik kelompok eksperimen dan kontrol masing-masing 34 peserta didik. Teknik MANOVA digunakan untuk menganalisis perbedaan pemahaman konsep dan efikasi diri peserta didik serta mengetahui persen pengaruh, sedangkan analisis deskriptif kuantitatf digunakan untuk menganalisis profil pemahaman konsep dan efikasi diri peserta didik. Hasil penelitian menunjukkan terdapat perbedaan signifikan pada pembelajaran laju reaksi yaitu terhadap pemahaman konsep dan efikasi diri pada hasil belajar peserta didik yang menggunakan model pembelajaran inkuiri terbimbing berbasis multiple representation dan model pembelajaran saintifik; serta sumbangan efektif penggunaan model pembelajaran inkuiri terbimbing berbasis multiple representation terhadap pemahaman konsep dan efikasi diri peserta didik pada materi laju reaksi sebesar 36,9%.

This research investigates the innovative utilization of Palm Oil Mill Effluent (POME) as an environmentally friendly electrolyte in voltaic cell education through the implementation of a Project-Based Learning model integrated with STEM (PjBL-STEM) and aligned with green chemistry principles. The study employed a quantitative approach with a quasi-experimental design, specifically using a one group pretest-posttest design, involving 32 12-grade students from Sekolah Indonesia Kota Kinabalu. The instructional intervention followed the PjBL-STEM framework through five systematic phases: (1) identification of environmental problems related to POME waste, (2) design of POME-based voltaic cell prototypes, (3) hands-on experimentation and data collection, (4) analysis of electrochemical performance, and (5) presentation and reflection on sustainable solutions. Results demonstrated exceptional implementation fidelity, with achievement rates ranging from 88.7% to 93.5% across all learning phases, indicating strong student engagement and effective model execution. Most notably, the intervention produced significant learning gains, as evidenced by an average N-Gain score of 0.71 (high category), with post-test results (84.0) showing dramatic improvement from pre-test scores (42.0). These improvements spanned three key domains: redox reaction concepts, application of green chemistry principles, and electrical energy conversion understanding. The study successfully integrated multiple green chemistry principles into the learning process, particularly: (1) waste prevention through POME repurposing, (2) use of renewable feedstocks, (3) safer solvent alternatives, and (4) inherently safer chemistry by eliminating hazardous reagents. Students not only mastered electrochemical concepts but also developed critical environmental awareness and problem-solving skills through this authentic, sustainability-focused learning experience. These findings substantiate that PjBL-STEM combined with green chemistry principles offers an effective, practical, and sustainable approach to chemistry education. The model successfully bridges theoretical knowledge with real-world environmental applications, while utilizing low-cost, locally available materials.

This study aims to examine the effect of the LIRACLE model (Literacy and Research-Oriented Cooperative Problem-Based Learning) on student activeness in undergraduate chemistry learning. LIRACLE is an innovative instructional model that integrates literacy strategies, cooperative learning, and research-based approaches within a problem-based learning framework. The study employed a quasi-experimental design with two groups: an experimental group (38 students) that received the LIRACLE treatment and a control group (44 students) that followed conventional PBL. Student activeness data were collected through observation sheets over six class meetings and analyzed using the Mann-Whitney test due to the non-normal distribution of the data. The results showed a significant difference in student activeness between the experimental and control groups, with a significance value of 0.000 (p < 0.05). Students who participated in LIRACLE-based learning demonstrated higher levels of engagement, both cognitively, socially, and affectively. The implementation of LIRACLE proved effective in creating a participatory and reflective learning environment, encouraging students to take an active role in constructing their understanding. These findings support the importance of developing active learning strategies in higher education, particularly to achieve meaningful chemistry learning outcomes in alignment with Sustainable Development Goal 4.

This review explores the integration of Project-based Learning (PjBL) and Virtual/Augmented Reality (VR/AR) in chemistry education. By synthesizing findings from eight peer-reviewed studies published between 2020 and 2025, selected through a systematic search using the Dimensions.ai database with specific inclusion criteria, the review highlights how immersive technologies enhance conceptual understanding, motivation, and engagement in student-centered learning environments. Data were collected using a structured literature search, and the findings were analyzed through thematic synthesis based on educational level, technology used, implementation strategies, and reported outcomes. The review reveals that VR/AR, when effectively embedded in PjBL frameworks, allows learners to simulate experiments, visualize abstract molecular structures, and collaborate in meaningful, inquiry-driven projects. However, challenges remain, including limited access to technology, pedagogical integration issues, and educator resistance. The review concludes with recommendations for future research, emphasizing the need for teacher training, inclusive design, and long-term evaluation of immersive PjBL in chemistry education.

Gajah Wong River is one of the rivers in Yogyakarta. Gajah Wong River is an aquatic ecosystem whose existence is greatly influenced by activities or activities around it or in the river basin. Several human activities cause pollution in this river. One of the pollutants found is Pb metal. Students, as a quality young generation, must be able to find alternative solutions to this problem. Literacy and Research-Oriented Cooperative Problem-Based Learning (LIRACLE) is a new learning model developed for learning in higher education. In its development, LIRACLE is used to develop chemical literacy skills, get used to scientific thinking, and develop the science process skills of prospective chemistry teachers. The purpose of this study is to describe the application of the LIRACLE model in the case of pollution of the Gajah Wong River by Pb metal. The description includes observations of the implementation of each syntax of LIRACLE. The number of water samples used in this study was taken from one point on the Gajah Wong River. The chemical concept studied is adsorption, the theory of which has been studied in the "Molecular Dynamics" course. The results of this study are descriptions of activities in each LIRACLE syntax in the case of Gajah Wong River pollution by Pb metal. This study is preliminary in the development of the LIRACLE model for the future