Pengaruh Penggunaan Nitrogen Cair dalam Demonstrasi Edutainment Kimia terhadap Pemahaman Konsep Suhu dan Perubahan Wujud Zat

Baiq Dewi Aprilia Arnita

doi:10.70716/alpha.v2i1.386

Authors

Baiq Dewi Aprilia Arnita Universitas Mataram

DOI:

https://doi.org/10.70716/alpha.v2i1.386

Keywords:

Liquid Nitrogen , Chemical Edutainment, Physical Change, Temperature, Science Learning

Abstract

Chemical edutainment demonstrations represent an engaging instructional approach to enhance students’ understanding of chemical concepts through enjoyable experimental activities. This study aims to explain the properties of liquid nitrogen and its effects on biological materials such as chicken eggs through the experiment “Sunny-Side-Up Egg Using Liquid Nitrogen.” The method employed was a practical demonstration with a descriptive observational approach. The observations revealed that liquid nitrogen, with its extremely low temperature (–196°C), can instantly freeze eggs without inducing chemical reactions, but rather through reversible physical changes. This activity enables students to comprehend the concepts of temperature, heat, and phase transitions by directly observing extreme cooling phenomena. Therefore, the use of liquid nitrogen in chemical edutainment demonstrations proves effective in increasing students’ interest and understanding of fundamental chemical concepts.

Downloads

Download data is not yet available.

References

Aisyah, S., & Kusumawati, H. (2020). Penerapan Edutaiment Science dalam Pembelajaran Kimia untuk Meningkatkan Motivasi dan Pemahaman Konsep Siswa. Jurnal Pendidikan Sains, 8(1), 45–52.

Clarke, R. N. (2013). Cryogenics: An Introduction to Cryogenic Engineering. Springer.

Fadillah, M., & Nurhidayati, S. (2021). Analisis Perubahan Fisika dan Kimia pada Pangan Akibat Suhu Ekstrem. Jurnal Sains Terapan, 9(2), 113–120.

Fellows, P. (2017). Food Processing Technology: Principles and Practice. Woodhead Publishing.

Inayah, N., & Masruroh, R. (2023). PhET Simulation Effectiveness as Laboratory Practices Learning Media to Improve Students’ Concept Understanding. Prisma Sains, 9(2), 210–219.

Setyawati, E., Larasati, D., & Haryati, S. (2024). Pengaruh Lama Waktu Pencelupan Fillet Ikan Nila Pada Nitrogen Cair Terhadap pH, Tekstur, dan Protein. Sports Culture, 15(1), 72–86.

Utami, A. D., Rahman, N., & Lestari, P. (2022). Perpindahan Kalor dan Perubahan Wujud Zat dalam Pembelajaran Eksperimen Suhu Ekstrem. Jurnal Edukimia, 6(3), 122–130.

Chang, R., & Goldsby, K. A. (2016). Chemistry (12th ed.). New York: McGraw-Hill Education.

Brown, T. L., LeMay, H. E., Bursten, B. E., & Murphy, C. J. (2014). Chemistry: The Central Science (13th ed.). Pearson Education.

Atkins, P., & De Paula, J. (2010). Physical Chemistry (9th ed.). Oxford University Press.

Zumdahl, S. S., & Zumdahl, S. A. (2017). Chemistry (10th ed.). Cengage Learning.

Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28–54.

Suyono, & Hariyanto. (2011). Belajar dan Pembelajaran: Teori dan Konsep Dasar. Bandung: Remaja Rosdakarya.

Suprijono, A. (2013). Cooperative Learning: Teori dan Aplikasi PAIKEM. Yogyakarta: Pustaka Pelajar.

Wieman, C. E., & Perkins, K. K. (2005). Transforming physics education. Physics Today, 58(11), 36–41.

Yulianti, D. (2010). Fisika untuk Sekolah Menengah Atas. Jakarta: Erlangga.

Sari, R. P., & Hidayat, T. (2019). Penggunaan media demonstrasi dalam pembelajaran kimia untuk meningkatkan pemahaman konsep siswa. Jurnal Pendidikan Kimia Indonesia, 3(2), 45–53.

Wahyudi, A. (2018). Edutainment dalam pembelajaran sains: Konsep dan implementasi. Jurnal Pendidikan Sains, 6(1), 12–20