Development of a Corrosion-Prevention Practicum Using Papaya Leaf Extract for Chemistry Learning
DOI:
https://doi.org/10.33394/hjkk.v14i4.21828Keywords:
Corrosion Prevention, Papaya Leaf Extract, Green Inhibitor , Practicum Design, Chemistry LearningAbstract
Corrosion prevention is included in the Phase F chemistry learning outcomes of the Indonesian Merdeka Curriculum; however, laboratory activities on this topic remain limited because of time constraints, laboratory facilities, and the lack of suitable practicum designs. This study aimed to develop a corrosion-prevention chemistry practicum design using Carica papaya L. leaf extract as a plant-based corrosion inhibitor and to examine its preliminary feasibility for senior high school chemistry learning. The study employed Educational Design Research (EDR) following the Plomp and Nieveen model, comprising preliminary research, prototyping, and assessment phases. The needs analysis involved 3 chemistry teachers from 3 private senior high schools in Bandung, West Java. The prototype was reviewed by 2 chemistry education lecturers and examined through small-scale trials of corrosive-medium concentration, inhibitor concentration, and observation duration. A limited classroom trial involved 1 chemistry teacher and 31 students. The results indicated that 3% NaCl, 3%, 6%, and 9% papaya leaf extract, and a 5-h observation period provided a clear and classroom-feasible differentiation of corrosion behaviour. The 9% treatment showed the latest observed corrosion onset, at approximately 6 h. Qualitative FeCl₃ screening indicated the presence of tannin-containing phenolic compounds, providing supporting evidence for the potential contribution of plant-derived constituents to corrosion inhibition but not direct confirmation of the inhibition mechanism. The teacher's implementation-response score was 100%, while students' responses averaged 87.6%. These scores represent perceived feasibility and practicality rather than direct evidence of educational effectiveness. Given the small, non-randomly selected sample, single-run qualitative corrosion observations, and absence of direct learning-outcome measures, the findings provide preliminary evidence of feasibility within the investigated classroom context.
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