J-PEK (Jurnal Pembelajaran Kimia)

Analysis of the Development of Chemistry Analysis Try-Out Questions and Their Impact on the Graduation of Professional Teacher Education (PPG) Students

Anugrah Ricky Wijaya, Nur Atikah — Mon, 18 May 2026 00:00:00 +0000

This study describes the development of try-out questions for Professional Teacher Education (PPG) students in Chemical Analysis at Universitas Negeri Malang. The try-out questions, consisting of 35 Pedagogical Content Knowledge (PCK) questions, were designed to assess students' understanding of chemistry analysis and their ability to apply it in real-world scenarios. The development process involved integrating Question Analysis Materials, Subject Matter Study Materials, and Cognitive Level of Questions to create relevant and challenging questions. Expert feedback was incorporated to revise and improve the questions, resulting in a low error rate of 5% for the Chemical Analysis set questions. The try-out questions demonstrated promising results, with a 100% pass rate for PPG students in Chemical Analysis.

Teachers’ Readiness in Implementing the Flipped Classroom Method Using Technology and Non-Technology Approach in Chemistry Education

Lutfiana Ufiqoh, Habiddin Habiddin, Ridwan Joharmawan, Shinta Permata Sari — Tue, 19 May 2026 00:00:00 +0000

The study aims to analyse teachers’ readiness to implement the flipped classroom method in chemistry education, using both technological and non-technological approaches, through a systematic literature review (SLR). Twelve high-quality articles published in reputable journals over the last five years were analysed. The findings indicate that flipped classroom implementation in chemistry education predominantly employs web-based technologies, such as learning management systems. Instructional videos and online collaborative platforms. Teachers’ readiness in technology-based approaches is characterised by digital literacy and the ability to integrate technology into instructional design. Meanwhile, teachers’ readiness in non-technology-based approaches emphasises content mastery, pedagogical competence, and effective face-to-face classroom management. The results also reveal differences in teachers’ readiness between technology-based flipped classroom approaches, particularly in learning adaptation and the use of instructional media. This study recommends that future research further explore instructional strategy development and provide comprehensive solutions to challenges in implementing flipped classroom learning in chemistry education.

Chemistry Tryout Instrument of the PPG BGT: A Pedagogical Content Knowledge Framework

Oktavia Sulistina, Nazriati — Sun, 31 May 2026 00:00:00 +0000

This study aims to develop chemistry tryout assessments for the Teacher Professional Education Program (PPG) for Specific Teachers (BGT) as an effort to improve the quality of assessment and enhance teachers’ readiness in facing examinations. The research was conducted using development and research procedures adapted to the characteristics of the product, namely an assessment instrument. The product generated consists of 11 chemistry tryout items test for PPG BGT, which have been tested for quality through content validation and empirical validation. The developed questions are based on Pedagogical Content Knowledge (PCK) and refer to the four core competencies of PPG graduates. The question formats include simple multiple-choice and complex multiple-choice items, all of which were found to be valid and high reliability.