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Evaluation of Basic Chemistry Practicum Programs 1 and 2 in Developing Students' Science Process Skills Using the CIPP Model

Journal of Innovative Science Education · Vol. 14 No. 1 (2025) · hlm. 12–25

DOI
10.15294/jise.v14i1.19837
ISSN
2502-4523, 2252-6412
Terbit
2025-04-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

The Basic Chemistry Practicum I and II are integral components of the chemistry education curriculum, designed to develop students' Science Process Skills (SPS). However, the effectiveness of these programs is often constrained by misalignment between course objectives and practicum modules, insufficient laboratory facilities, and a lack of structured assessment tools. This study aims to evaluate the implementation of these practicum programs using the CIPP (Context, Input, Process, Product) evaluation model. A mixed-methods approach involved document analysis, questionnaires, and checklists. The evaluation was conducted within the Chemistry Education Study Program at a university in East Nusa Tenggara, Indonesia, with participants including 17 third-semester students, one lecturer, and one laboratory assistant. The findings reveal that while the practicum programs contribute to the achievement of learning outcomes, several issues remain. There are inconsistencies between the Semester Learning Plan (RPS) and practicum modules, particularly regarding the sequencing of materials and skill development targets. Students demonstrated moderate mastery of basic and integrated SPS but still required significant support in hypothesis formulation, data interpretation, and understanding of experimental variables. The study also found that instructional strategies and evaluation tools were not fully optimized to foster independent scientific inquiry. To enhance the program's effectiveness, the study recommends revising practicum modules to align more closely with course objectives, integrating interactive media such as virtual simulations, and developing formal assessment instruments to measure SPS development comprehensively. These improvements will better prepare students for complex laboratory work and strengthen their scientific reasoning as future educators.

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  • Indonesia University of Education
  • University of Michigan
  • Universiti Sains Malaysia
  • Sriwijaya University
  • Universitas Alma Ata
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Rekan penulisOrganisasiArtikel bersama
Sri MulyaniIndonesia University of Education3
Tuszie WidhiyantiIndonesia University of Education3
R RiandiIndonesia University of Education3
Diana RochintaniawatiIndonesia University of Education3
Rendi Restiana SukardiIndonesia University of Education2
Sunarto Arif SuraIndonesia University of Education2
Angela LembangUniversity of Michigan2
Widi PurwianingsihIndonesia University of Education2
Lei Mee ThienUniversiti Sains Malaysia1
Ismail IsmailIndonesia University of Education1
Hana LestariIndonesia University of Education1
Udin Syaefudin Sa’udIndonesia University of Education1
Bachrudin MusthafaIndonesia University of Education1
Dasim BudimansyahIndonesia University of Education1
Liliasari LiliasariIndonesia University of Education1
E. Nursa'adahAfiliasi tidak diketahui1
Muhammad Nurul HanaIndonesia University of Education1
Anna PermanasariIndonesia University of Education1
Ahmad MudzakirIndonesia University of Education1
Atep SujanaIndonesia University of Education1
Nuryani Yogipratama RustamanIndonesia University of Education1
Safira Permata DewiSriwijaya University1
Ghurrotul BarirohIndonesia University of Education1
Rini SolihatIndonesia University of Education1
Dea Nabilah PutriIndonesia University of Education1
Sri Rochani MulyaniIndonesia University of Education1
Andi WahyudiUniversitas Alma Ata1
S LiliasariIndonesia University of Education1
FMT SupriyantiIndonesia University of Education1
Solikhah Isti FadilahAfiliasi tidak diketahui1
Tb Moh Irma Ari IrawanAfiliasi tidak diketahui1
Oky Rizkiana SilabanIndonesia University of Education1
Sephianti Dwika EzhaAfiliasi tidak diketahui1
Qaddara FahadaAfiliasi tidak diketahui1
Muhammad AnugrahAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jise/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Evaluation of Basic Chemistry Practicum Programs 1 and 2 in Developing Students' Science Process Skills Using the CIPP Model</dc:title>
	<dc:creator xml:lang="en">Nabuasa, Desi Aryanti</dc:creator>
	<dc:creator xml:lang="en">Nahadi , Nahadi </dc:creator>
	<dc:creator xml:lang="en">Sriyati, Siti </dc:creator>
	<dc:creator xml:lang="en">Sopandi, Wahyu </dc:creator>
	<dc:creator xml:lang="en">Wiji, Wiji</dc:creator>
	<dc:subject xml:lang="en">Basic Chemistry Lab;</dc:subject>
	<dc:subject xml:lang="en"> CIPP Model; </dc:subject>
	<dc:subject xml:lang="en">Learning Evaluation; </dc:subject>
	<dc:subject xml:lang="en">Science Process Skills; </dc:subject>
	<dc:description xml:lang="en">The Basic Chemistry Practicum I and II are integral components of the chemistry education curriculum, designed to develop students' Science Process Skills (SPS). However, the effectiveness of these programs is often constrained by misalignment between course objectives and practicum modules, insufficient laboratory facilities, and a lack of structured assessment tools. This study aims to evaluate the implementation of these practicum programs using the CIPP (Context, Input, Process, Product) evaluation model. A mixed-methods approach involved document analysis, questionnaires, and checklists. The evaluation was conducted within the Chemistry Education Study Program at a university in East Nusa Tenggara, Indonesia, with participants including 17 third-semester students, one lecturer, and one laboratory assistant. The findings reveal that while the practicum programs contribute to the achievement of learning outcomes, several issues remain. There are inconsistencies between the Semester Learning Plan (RPS) and practicum modules, particularly regarding the sequencing of materials and skill development targets. Students demonstrated moderate mastery of basic and integrated SPS but still required significant support in hypothesis formulation, data interpretation, and understanding of experimental variables. The study also found that instructional strategies and evaluation tools were not fully optimized to foster independent scientific inquiry. To enhance the program's effectiveness, the study recommends revising practicum modules to align more closely with course objectives, integrating interactive media such as virtual simulations, and developing formal assessment instruments to measure SPS development comprehensively. These improvements will better prepare students for complex laboratory work and strengthen their scientific reasoning as future educators.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-04-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jise/article/view/19837</dc:identifier>
	<dc:identifier>10.15294/jise.v14i1.19837</dc:identifier>
	<dc:source xml:lang="en">Journal of Innovative Science Education; Vol. 14 No. 1 (2025): April 2025; 12-25</dc:source>
	<dc:source>2502-4523</dc:source>
	<dc:source>2252-6412</dc:source>
	<dc:source>10.15294/jise.v14i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jise/article/view/19837/3956</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Journal of Innovative Science Education</dc:rights>
</oai_dc:dc>