Mulawarman University Study Shows Local Household Materials Boost Middle School Chemistry Understanding by 96 Percent

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FORMOSA NEWS

Researchers from Mulawarman University have demonstrated that simple, low-cost chemistry experiments using everyday household materials dramatically improve middle school students' grasp of complex scientific concepts. Led by Dr. Noor Hindryawati, Prof. Dr. Eva Marliana, and Nanang Tri Widodo from Mulawarman University, the community outreach project took place on July 27, 2026, at SMP Negeri 42 Samarinda in East Kalimantan. The educational initiative involved 60 students across Grades 7, 8, and 9. Published in the Indonesian Journal of Society Development in August 2026, the study reveals that hands-on learning with local resources boosted test scores by 96.70 percent, offering a scalable blueprint for under-resourced schools worldwide.

Bridging the Gap in Secondary Science Education

Science instruction in junior high schools frequently relies on passive lecture methods and textbook memorization. As a result, fundamental chemical concepts remain abstract and difficult for young learners to grasp. Many secondary schools across developing regions face severe constraints, including a lack of dedicated laboratory facilities and specialized chemical reagents.

This resource gap hinders students from connecting classroom theories with real-world phenomena. By replacing commercial laboratory equipment with accessible items like kitchen vinegar, baking soda, garden flowers, and sand, educators can eliminate financial barriers while fostering active scientific inquiry and environmental awareness.

Simple Methodology Designed for Grade-Specific Learning

The Mulawarman University team evaluated 60 middle school students using a structured pre-test and post-test design combined with experiential learning modules. The program began with a 10-item pre-test to establish baseline scientific knowledge, followed by conceptual introductory presentations led by Dr. Noor Hindryawati and Prof. Dr. Eva Marliana. Under the direct mentorship of lead author Nanang Tri Widodo, co-researchers Rira Hairani and Ritbey Ruga, and 12 undergraduate chemistry students from Mulawarman University, participants conducted grade-tailored experiments:

• Grade 7 (Mixture Separation): Students built multi-layer water filtration units using activated carbon, silica sand, zeolite, and gravel to investigate physical separation processes.
• Grade 8 (Chemical Reactions and Gas Formation): Students combined acetic acid (vinegar) and sodium bicarbonate (baking soda) to observe chemical gas production, tracking carbon dioxide ($\text{CO}_2$) generation as it inflated connected balloons.
• Grade 9 (Acid-Base Indicators): Students extracted natural anthocyanin pigments from butterfly pea flowers, hibiscus flowers, and turmeric to test household solutions for acidic or basic properties via visible color shifts.

Following the practical sessions, all 60 participants completed an identical 10-item post-test analyzing scientific phenomena rather than simple recall.

Key Findings: Dramatic Improvements in Student Performance

The quantitative evaluation revealed significant learning gains across all age groups:

• Average Score Surge: The mean test score among participating students increased from 45.5 points out of 100 on the pre-test to 89.5 points on the post-test. This represents an absolute gain of 44 points, or a 96.70 percent relative improvement.
• Elimination of Low Performers: Prior to the hands-on sessions, 60 percent of students scored 40, 25 percent scored 50, and 15 percent scored 60. After completing the experiments, 95 percent of students achieved a high score of 90, while the remaining 5 percent scored 80.
• Conceptual Mastery: Grade 8 students successfully shifted from an inability to explain gas expansion to correctly identifying $\text{CO}_2$ gas as the mechanism behind balloon inflation. Grade 9 students effectively transformed abstract acid-base definitions into practical diagnostic skills using plant-based indicators.

Real-World Impact and Educational Policy Implications

The findings hold immediate value for educational administrators, teachers, and policymakers seeking cost-effective STEM strategies. By proving that high-grade laboratory equipment is not required to teach foundational chemistry, the study provides a practical template for rural and underfunded schools. Furthermore, pairing 12 university facilitators with middle school classrooms established an effective model for higher education outreach and mentorship.

Reflecting on the pedagogical outcomes, Dr. Noor Hindryawati emphasized the transformational potential of accessible science education. "Contextual chemistry experiments using local, accessible materials bridge the gap between abstract textbook theories and everyday phenomena," Dr. Hindryawati noted. "When students manipulate familiar objects like turmeric or vinegar themselves, chemistry becomes an intuitive, highly engaging subject rather than a daunting hurdle."

Author Profiles

• Nanang Tri Widodo, M.Si. — Lead author and researcher affiliated with the Department of Chemistry at Mulawarman University, specializing in chemistry education, hands-on science outreach, and contextual learning methodologies.
• Dr. Noor Hindryawati, S.Pd., M.Si. — Corresponding author and senior lecturer in the Department of Chemistry at Mulawarman University, with expertise in environmental chemistry, community engagement, and sustainable chemical education.
• Prof. Dr. Eva Marliana, M.Si. — Professor of Chemistry at Mulawarman University, focusing on natural product chemistry, organic synthesis, and community-based STEM initiatives.

Research Source

Article Title: Hands-on Contextual Chemistry Experiments Using Local Materials to Enhance Students' Scientific Understanding at SMP Negeri 42 Samarinda
Journal: Indonesian Journal of Society Development (IJSD)
Publication Year: 2026
Volume & Issue: Vol. 5, No. 4, pp. 371–382
DOI: https://doi.org/10.55927/ijsd.v5i4.37

Official URL: https://journalijsd.my.id/index.php/ijsd/index