Journal of Chemical Learning Innovation

Effectiveness of Phosphorus and Nitrogen Removal in the Water Treatment Process at Khmer Beverages, Phnom Penh

2025-12-21T18:35:32+07:00

Purpose of the study: The aim of this study is to understand the process of water treatment in each step and to understand the effectiveness of the removal of phosphorus and nitrogen from wastewater.

Methodology: For nitrogen removal must be through many processes such as Nitrogen fixation, or Ammonification, and Denitrification. For the phosphorus. The additional Ferric Chloride in the Aeration tanks to a reaction between the melt and the mud bolts is separated at the Clarifier tank. The Coagulation basin adds Ferric Chloride at 40% concentration of 0.05ml in contaminated water 1000ml for nitrogen and phosphorus concentration tests and studied in the condition the nitrogen can be removed from contaminated water well depending on the pH value and temperature. The removal of phosphorus by adding 0.05ml ferric chloride and 5ml of polymer cation 1040 (powder) can tank up to 80% phosphorus at the temperature of 200C and pH 7.

Main Findings: As a result, the good conditions for nitrification are the pH of between 7.5 and 8.6 at temperature in the tank between 20⁰C and 25⁰C and the denitrification has a pH of between 7.5 and 8 and temperature in the tank from 20⁰C to 35⁰C. Result show that the remaining phosphorus is below the ministry of environment standard set (P <2mg/l).

Novelty/Originality of this study: The next study should observe the amount of polymer to be applied after adding iron and studying the speed of iron chips as it affects the removal of phosphorus.

Enhancing Students’ Chemistry Learning Outcomes on Buffer Solutions through the Teams Games Tournament Cooperative Learning Model

2025-12-23T14:47:54+07:00

Purpose of the study: The aim of this study was to improve the chemistry learning outcomes of class XI students at the Kampar Timur Private Islamic Senior High School, Kampar Timur District by implementing the Teams Games Tournament type cooperative learning model.

Methodology: The subjects in this study were 20 students of class XI of Madrasah Aliyah Swasta Kampar Timur, Kampar Timur District. This classroom action research was carried out in 4 stages, namely planning/preparation of action, implementation of action, observation, and reflection. The types of data obtained in this study were qualitative and quantitative data. Data collection techniques in this study used tests and observations. The data analysis technique used was descriptive analysis.

Main Findings: Based on the results of the study, it is known that the average student learning outcomes in the first daily test increased compared to before the action. Before the action, the average student learning outcomes were 64.5% after implementing the Teams Games Tournamenttype of cooperative learning, increasing to 70.5% while in cycle II it increased again to 74.8%.

Novelty/Originality of this study: This study offers novelty by implementing the Teams Games Tournament cooperative learning model specifically on buffer solution material through classroom action research in an Islamic senior high school context. Unlike previous studies, this research simultaneously examines improvements in students’ learning outcomes and learning activities, providing empirical evidence on the effectiveness of Teams Games Tournament for abstract chemistry concepts.

Activating Classroom Interaction through Think–Pair–Share: Evidence from Chemistry Learning

2025-12-25T22:13:30+07:00

Purpose of the study: The purpose of this study is to improve the chemistry learning outcomes of class X students at the Muallimin Muhammadiyah Bangkinang Islamic Boarding School on the main material of electrolyte and non-electrolyte solutions through the application of the Think Pair Share type cooperative learning model.

Methodology: The subjects of this research were 10th grade students of the Muallimin Muhammadiyah Bangkinang Islamic Boarding School. The number of students was 24 students consisting of 10 male students and 14 female students. The stages passed in the classroom action research were: 1) Planning/preparation of action, 2) Implementation of action, 3) Observation, and 4) Reflection.

Main Findings: Based on the analysis of research results and discussion, it was concluded that the application of the Think Pair Share type of cooperative learning model can improve the chemistry learning outcomes of class X students of the Muallimin Muhammadiyah Bangkinang Islamic Boarding School. This is illustrated by the results of the learning completion obtained by students in accordance with the learning completion requirements set in the class. Student learning outcomes have met the minimum completion criteria as determined, where out of 24 students, 20 students have completed the learning, or are above the classical completion (75%).

Novelty/Originality of this study: The novelty of this study is to determine the effectiveness of applying the think pair share type cooperative learning model to improve chemistry learning outcomes in the discussion of electrolyte and non-electrolyte solutions.

Enhancing Students’ Learning Outcomes through Cooperative Learning: A Classroom Action Research

2025-12-30T20:00:44+07:00

Purpose of the study: This study aimed to examine the effectiveness of cooperative learning using the greeting and questioning technique in achieving students’ mastery of chemistry learning outcomes on the topic of chemical bonding.

Methodology: The study employed classroom-based action research conducted in several instructional cycles. Data were collected using achievement tests, classroom observations, and documentation. Achievement tests were administered to measure students’ learning outcomes, while observations were used to monitor teacher performance and student engagement throughout the learning process. Documentation supported the collection of contextual data related to the school, teachers, and students. Data analysis focused on the percentage of students achieving mastery learning criteria across cycles.

Main Findings: The results revealed a progressive improvement in students’ mastery learning across instructional cycles. Classical mastery increased from 42.5% prior to the intervention to 47.5% in Cycle I, 72.5% in Cycle II, and reached 87.5% in Cycle III. These findings indicate that cooperative learning with the greeting and questioning technique effectively enhanced students’ learning outcomes and enabled the achievement of classical mastery in chemical bonding material.

Novelty/Originality of this study: This study provides empirical evidence on the effectiveness of a cooperative learning strategy integrating greeting and questioning activities in improving mastery learning in chemistry, particularly on abstract topics such as chemical bonding, thereby contributing practical insights to classroom-oriented chemistry instruction.

Enhancing Students’ Conceptual Understanding of Colloidal Systems through Inquiry-Based Chemistry Instruction

2025-12-30T22:04:46+07:00

Purpose of the study: This study aimed to examine the effect of inquiry-based chemistry learning on secondary school students’ conceptual understanding of colloidal systems.

Methodology: A quasi-experimental design employing a pretest–posttest control group was used. Data were collected using a validated conceptual understanding test and a diagnostic questionnaire. The data were analyzed using N-gain analysis and an independent samples t-test at a 0.05 significance level after confirming the assumptions of normality and homogeneity.

Main Findings: The results indicate that inquiry-based learning significantly improved students’ conceptual understanding. A total of 67.5% of students achieved scores above the minimum competency standard, while 92.5% demonstrated a moderate level of conceptual improvement. The t-test results (t₍calculated₎ = 4.84 > t₍table₎ = 2.68) confirmed a statistically significant difference between pretest and posttest scores.

Novelty/Originality of this study: The novelty of this study lies in the application of a contextually adapted guided inquiry model supported by validated diagnostic instruments. This approach provides robust empirical evidence on how inquiry-based learning facilitates students’ construction of chemical concepts, thereby contributing to both theoretical and practical advancements in chemistry education.

The Effectiveness of the Jigsaw Learning Model in Improving Students’ Learning Outcomes in Carbon Chemistry

2025-12-31T00:09:04+07:00

Purpose of the study: This study aims to examine the effectiveness of the Jigsaw cooperative learning model in improving students’ learning outcomes and learning motivation in carbon chemistry at the secondary school level through a classroom-based instructional intervention.

Methodology: This study employed classroom action research with three instructional cycles. The Jigsaw cooperative learning model was implemented using lesson plans and student worksheets. Data were collected through achievement tests, observation sheets, motivation questionnaires, and attitude questionnaires. Descriptive quantitative analysis was conducted using Microsoft Excel.

Main Findings: The results show a consistent improvement in students’ learning outcomes across three cycles, indicated by increased average scores, mastery levels, and absorption rates. Students’ affective aspects and learning motivation also improved, with most students reaching moderate to high motivation levels and showing more positive attitudes toward chemistry learning.

Novelty/Originality of this study: This study provides new empirical evidence on the integrated impact of the Jigsaw learning model on cognitive, affective, and motivational aspects in carbon chemistry. Unlike previous studies focusing mainly on achievement, this research highlights how structured peer collaboration enhances conceptual understanding and learning motivation in abstract chemistry topics.

The Effect of Flash-Based Learning Media on Students’ Achievement in Learning Atomic Structure in Kenyan Senior High Schools

2025-12-31T01:23:40+07:00

Purpose of the study: This study aims to investigate the effect of Flash-based learning media on students’ learning achievement in chemistry, particularly on the topic of atomic structure, in Kenyan senior high schools.

Methodology: The study employed a quasi-experimental research design using a pretest–posttest control group approach. The participants consisted of 84 Grade 10 students from a public senior high school in Kenya, divided into an experimental group and a control group. The experimental group was taught using Flash-based learning media featuring animated visualizations of atomic models, subatomic particles, and electron configurations, while the control group received conventional instruction. Data were collected using a validated chemistry achievement test and analyzed using an independent samples t-test.

Main Findings: The results showed that students who learned using Flash-based media achieved significantly higher posttest scores than those taught using conventional methods. The statistical analysis revealed a significant difference between the experimental and control groups (t = 3.24, p < 0.05), indicating that Flash-based learning media had a positive effect on students’ achievement in learning atomic structure.

Novelty/Originality of this study: This study provides empirical evidence on the effectiveness of Flash-based learning media in chemistry education within the Kenyan context, which remains underexplored. The findings highlight the potential of interactive multimedia to enhance students’ conceptual understanding of abstract chemistry topics and support the integration of digital learning media in secondary science education in developing countries.