EduAsiaNews, Malang – Captivating students’ attention while bringing a fresh atmosphere to the classroom, eleventh-grade students at State Senior High School 1 Malang are now learning chemistry through the BATIKIN (Batik Kimia Nusantara) innovation. The culture-based learning media was developed by students of State University of Malang to facilitate students’ understanding of acid-base concepts through a more interactive, enjoyable, and contextually relevant approach to everyday life.
The program was initiated by six students from the Faculty of Mathematics and Natural Sciences (FMIPA) at State University of Malang: Ayu (Chemistry Education undergraduate program), Ghinan (Chemistry Education undergraduate program), Ais (Mathematics undergraduate program), Pashya (Mathematics undergraduate program), Tasya (Chemistry Education undergraduate program), and Dynar (Chemistry Education undergraduate program). The initiative arose from concerns over students’ low level of chemistry literacy, particularly in acid-base topics, which are often perceived as abstract and difficult to understand. Through BATIKIN, chemistry concepts are delivered by integrating learning activities, simple experiments, and the cultural values of batik-making as a representation of local identity.
“Chemistry learning should allow students to experience its practical benefits, not merely memorize concepts,” stated the BATIKIN development team during a socialization session in Class XI-G at State Senior High School 1 Malang on Monday, April 27.
This initiative is also aligned with the Sustainable Development Goals (SDGs), particularly SDG 4 on quality education.
The BATIKIN development process began with a literature study conducted from January 27 to February 7, 2026, followed by media concept planning from January 31 to February 10, 2026. The media production phase was carried out intensively from March 15 to April 15, 2026, before the socialization program was implemented at State Senior High School 1 Malang and subsequently evaluated between April 27 and April 30, 2026.
During the socialization activities, students first completed a pre-test via Google Forms to assess their initial understanding. Out of 20 respondents, 42 percent achieved perfect scores, while the remaining 58 percent still experienced difficulties distinguishing between weak and strong bases and understanding the properties of everyday substances. Initial results also showed that 74 percent of students had a positive attitude toward chemistry learning, although 26 percent still considered the subject difficult and less engaging.
Afterward, students received a brief explanation of acid-base and salt concepts, their properties, and acid-base indicators. The presentation was interspersed with simple questions to keep students engaged and active. The next stage involved introducing the Ethnochem Kit, which included a guidebook, cotton buds, batik-patterned drawing paper, turmeric as a natural indicator, and sample solutions such as vinegar and soap.
During the core activity, students were divided into five groups to conduct a batik-making experiment based on acid-base concepts. Turmeric solution was applied to batik-patterned paper, while acidic and basic samples were applied using cotton buds. Through this process, students directly observed color changes as a response to the chemical properties of the solutions used. When exposed to a base, the turmeric indicator turned reddish-brown, while acidic solutions produced a light yellow color.
This activity made chemistry learning more dynamic, as it combined scientific concepts with the art of batik-making as part of Indonesia’s cultural heritage. The approach strengthened conceptual understanding while fostering appreciation for local traditions.
The final evaluation through a post-test showed significant improvement. The average student score increased to 94.5. Around 59 percent of students achieved perfect scores, up from 42 percent in the pre-test. Most students (approximately 80–89 percent) demonstrated a strong understanding of acid-base concepts, including neutralization reactions and pH determination.
From a learning experience perspective, around 89 percent of students reported that BATIKIN helped them understand chemistry while connecting it to real-life contexts. Additionally, 73 percent strongly agreed that learning chemistry through batik culture made the subject more engaging and less monotonous. These findings indicate that culture-based chemistry learning innovations can significantly improve students’ chemistry literacy while supporting SDG 4 through quality, inclusive, and meaningful education.
