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Development of Problem-Based E-Student Worksheets Integrated with Ethno-STEM on Global Warming Material to Enhance Chemical Literacy

Jurnal Inovasi Pendidikan Kimia · Vol. 19 No. 2 (2026) · pp. 106–112

DOI
10.15294/jipk.v19i2.10778
ISSN
2503-1244, 1979-0503
Published
2026-01-22
Publisher
Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang
Language
eng

Abstract

This study aimed to develop a Problem-Based Learning (PBL) electronic Student Worksheet (e-LKPD) integrated with Ethno-STEM, focusing on global warming in the context of mangrove forests and water hyacinth plants, to enhance students’ chemical literacy. The research subjects consisted of 36 students from class X A (experimental group) and 36 students from class X J (control group) at MAN 2 Semarang. The study employed a Research and Development (R&D) design following the 4D procedural model by Thiagarajan (1974), modified into three stages: Define, Design, and Development, as the Dissemination stage was not conducted. Data were collected through questionnaires, interviews, validation by content and media experts, and chemistry literacy tests. Quantitative analysis was performed using pretest-posttest comparisons and normalized gain (N-gain) calculations. The results indicate that the e-LKPD achieved high validity in both material and media aspects. Small-scale trials showed that the e-LKPD was highly engaging for students, while the N-gain test in the experimental class reached 0.8492, categorized as high. These findings suggest that the Ethno-STEM-integrated PBL e-LKPD is highly suitable as instructional material. It effectively improves chemical literacy by integrating knowledge, context, competence, and attitude, while also providing an interactive and culturally contextualized learning experience. This study demonstrates the potential of culturally integrated STEM-based teaching materials to enhance conceptual understanding, critical thinking, and student engagement in chemistry education.

Keywords

Collaboration network of the authors

40 authors · 130 co-authorship links · showing the 40 most connected

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  • State University of Semarang
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Endang SusilaningsihState University of Semarang9
Agung Tri PrasetyaState University of Semarang7
Nanik WijayatiState University of Semarang6
Kasmui KasmuiState University of Semarang5
Sri WardaniState University of Semarang4
Woro SumarniState University of Semarang3
Sri NurhayatiState University of Semarang3
Murbangun NuswowatiState University of Semarang3
Decky AvriliandaState University of Semarang2
Sigit PriatmokoState University of Semarang2
Eko Budi SusatyoAffiliation unknown2
Cepi KurniawanState University of Semarang2
RahmawatiState University of Semarang1
Wiwik HidayatiState University of Semarang1
Harianingsih HarianingsihAffiliation unknown1
Vera Noviana SulistyawanAffiliation unknown1
Muhammad Rizky Fahrizal PutraAffiliation unknown1
Muhammad Rafi Hanairo SokmawanAffiliation unknown1
Reyke First SafitriAffiliation unknown1
Ellianawati EllianawatiState University of Semarang1
Lutfia AgustinAffiliation unknown1
Budi AstutiAffiliation unknown1
Sungkowo SungkowoAffiliation unknown1
Yuan Maylia RosantiAffiliation unknown1
Rojja Maysa RohmahAffiliation unknown1
Shinta HildaAffiliation unknown1
Syiva Zakia AuliaAffiliation unknown1
Devitri SulistyaningrumAffiliation unknown1
Ellisa Auliya AshfaAffiliation unknown1
Carissa Salma DeviAffiliation unknown1
Lia AnggreiniAffiliation unknown1
Ayu Anisa LarasatiAffiliation unknown1
Faiza Ulayya WarfiAffiliation unknown1
Aris HeriyantoAffiliation unknown1
Sri Mantini Rahayu S.Affiliation unknown1
Tri AnjasmorowatiAffiliation unknown1
Dwi Anita SariAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/JIPK/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Development of Problem-Based E-Student Worksheets Integrated with Ethno-STEM on Global Warming Material to Enhance Chemical Literacy</dc:title>
	<dc:creator xml:lang="en">Jalaluddin, Jajang</dc:creator>
	<dc:creator xml:lang="en">Haryani, Sri</dc:creator>
	<dc:creator xml:lang="en">Widiarti , Nuni</dc:creator>
	<dc:subject xml:lang="en">e-LKPD</dc:subject>
	<dc:subject xml:lang="en">Problem Based Learning</dc:subject>
	<dc:subject xml:lang="en">Ethno-STEM</dc:subject>
	<dc:subject xml:lang="en">Chemical Literacy</dc:subject>
	<dc:subject xml:lang="en">Global Warming</dc:subject>
	<dc:description xml:lang="en">This study aimed to develop a Problem-Based Learning (PBL) electronic Student Worksheet (e-LKPD) integrated with Ethno-STEM, focusing on global warming in the context of mangrove forests and water hyacinth plants, to enhance students’ chemical literacy. The research subjects consisted of 36 students from class X A (experimental group) and 36 students from class X J (control group) at MAN 2 Semarang. The study employed a Research and Development (R&amp;amp;D) design following the 4D procedural model by Thiagarajan (1974), modified into three stages: Define, Design, and Development, as the Dissemination stage was not conducted. Data were collected through questionnaires, interviews, validation by content and media experts, and chemistry literacy tests. Quantitative analysis was performed using pretest-posttest comparisons and normalized gain (N-gain) calculations. The results indicate that the e-LKPD achieved high validity in both material and media aspects. Small-scale trials showed that the e-LKPD was highly engaging for students, while the N-gain test in the experimental class reached 0.8492, categorized as high. These findings suggest that the Ethno-STEM-integrated PBL e-LKPD is highly suitable as instructional material. It effectively improves chemical literacy by integrating knowledge, context, competence, and attitude, while also providing an interactive and culturally contextualized learning experience. This study demonstrates the potential of culturally integrated STEM-based teaching materials to enhance conceptual understanding, critical thinking, and student engagement in chemistry education.</dc:description>
	<dc:publisher xml:lang="en">Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-01-22</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/JIPK/article/view/10778</dc:identifier>
	<dc:identifier>10.15294/jipk.v19i2.10778</dc:identifier>
	<dc:source xml:lang="en">Jurnal Inovasi Pendidikan Kimia; Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia; 106-112</dc:source>
	<dc:source>2503-1244</dc:source>
	<dc:source>1979-0503</dc:source>
	<dc:source>10.15294/jipk.v19i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/JIPK/article/view/10778/8228</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Jurnal Inovasi Pendidikan Kimia</dc:rights>
</oai_dc:dc>