The growing concern over plastic waste pollution and its harmful byproducts, such as CO, CO₂, NOₓ, and SOₓ gases from incineration, necessitates alternative and environmentally responsible waste management strategies. At MAN Insan Cendekia Bengkulu Tengah, a boarding school that manages its own waste, the integration of pyrolysis as a cleaner method for plastic waste treatment offers both practical and educational value. This study aimed to contextualize plastic waste pyrolysis within STEM-based learning to enhance students’ environmental knowledge and attitudes through interdisciplinary instruction. A quasi-experimental two-group pre-test–post-test design was employed, involving 32 students divided equally into control and experimental groups. The control group received STEM instruction using a module and video on plastic pyrolysis, while the experimental group engaged in a more immersive approach involving the same materials supplemented with hands-on pyrolysis activities. Results indicated that the experimental group outperformed the control group, with an environmental knowledge normalized gain (N-gain) score of 0.67 (medium), compared to 0.47 (low) in the control group. Additionally, the experimental group achieved higher environmental attitude scores (85) than the control group (76). These findings demonstrate that STEM education incorporating contextual, multimodal, and practical components can significantly enhance students’ conceptual understanding and engagement with environmental issues. The study contributes to the growing body of evidence supporting experiential STEM education as an effective approach for fostering environmental awareness and action in secondary education settings.
Metacognitive abilities play a critical role in students’ learning processes by enabling them to regulate their thinking and select effective learning strategies. Understanding one’s own metacognition allows students to optimize their learning outcomes by adapting approaches that align with their cognitive strengths. This study aimed to identify the metacognitive characteristics and levels of Grade XI students in learning hydrocarbons during the 2023/2024 academic year at MAN 4 Kampar. A quantitative descriptive research design was employed, involving 13 purposively selected students. Data were collected using an essay-based test instrument designed to assess three metacognitive indicators: declarative, procedural, and conditional knowledge. The results revealed that students demonstrated a high level of declarative knowledge (92.40%, categorized as very good), but performed poorly on procedural (60.26%) and conditional (59.62%) indicators, both falling into the low category. These findings suggest that while students possess strong factual knowledge, they struggle with applying and adapting that knowledge in problem-solving contexts. The study highlights the need for instructional strategies that explicitly develop procedural and conditional metacognitive skills to support deeper and more autonomous learning in chemistry education.
Chemical literacy is a core construct in chemistry education, reflecting students’ ability to understand chemical concepts, coordinate macroscopic, sub-microscopic, and symbolic representations, and apply chemistry knowledge meaningfully. In Indonesia, persistent regional disparities in educational quality remain a challenge, particularly in provinces with lower human development indicators. West Nusa Tenggara has recently been identified as a region with relatively high general illiteracy rates, raising concerns about students’ chemical literacy at the upper secondary level. This study aimed to investigate the chemical literacy levels of Grade XI students enrolled in State Islamic Senior High Schools across West Nusa Tenggara. A quantitative research design was employed involving 654 students selected through multi-stage cluster sampling based on regional Human Development Index classifications. Data were collected using the Chemical Literacy Instrument (CLI), a validated three-tier diagnostic assessment designed to capture students’ conceptual understanding and reasoning across macroscopic, sub-microscopic, and symbolic levels. The instrument consisted of ten items covering core chemistry topics commonly taught in senior secondary education. Descriptive statistical analyses were conducted to categorize students’ chemical literacy into nominal, functional, conceptual, and scientific illiteracy levels. The results reveal critically low levels of chemical literacy. Only 12.62% of students demonstrated nominal literacy, 9.16% reached the functional level, and merely 1.12% achieved conceptual literacy, while 77.10% of students were classified as scientifically illiterate. This study provides novel large-scale empirical evidence on chemical literacy in Islamic secondary education contexts within developing regions, highlighting persistent representational and conceptual gaps that remain underexplored in existing chemistry education research. The findings underscore the need for instructional approaches that explicitly support representational competence, diagnostic assessment, and conceptual integration to strengthen chemical literacy development in secondary chemistry education.
Education plays a vital role in promoting students’ academic success, particularly in subjects that involve abstract and complex concepts such as reaction rates in chemistry. These concepts integrate macroscopic, microscopic, and symbolic aspects, which often lead to misconceptions when not properly understood. Therefore, students’ learning engagement encompassing behavioral, emotional, and cognitive dimensions is essential to foster meaningful understanding. This study aims to analyze the learning engagement of eleventh-grade students in the reaction rate topic at Integrated Islamic Senior High School Al-Mumtaz Pontianak during classroom learning activities. A descriptive qualitative approach was employed involving 18 students enrolled in the chemistry specialization for the 2024/2025 academic year. Data were collected through observation, interviews, and documentation. The findings reveal varied levels of engagement across the three dimensions. Behaviorally, students demonstrated active participation in academic tasks, although attendance consistency and adherence to classroom rules require improvement. Emotionally, students expressed enjoyment during the learning process, yet their specific interest in the reaction rate topic remains limited. Cognitively, students exhibited high motivation and initiative, particularly in collaborative learning contexts and through the use of diverse learning resources and strategies to enhance conceptual understanding. These findings emphasize the need to cultivate balanced engagement across behavioral, emotional, and cognitive domains to strengthen students’ conceptual mastery in chemistry learning.
This study aims to synthesize research related to learning strategies focusing on chemistry learning research in the last ten years from various reputable journals and proceedings focusing on the last ten years, grounded in the theoretical framework of conceptual change and the challenges posed by chemistry's multiple representational levels (macroscopic, submicroscopic, and symbolic). After searching national and international reputable databases using key patterns of relevance (Pattern 1: “chemistry learning strategies” “Merdeka Curriculum”; Pattern 2: “learning strategies” ‘chemistry education’; Pattern 3: ‘chemistry learning strategies’ ‘effective’), the 19 relevant articles were systematically reviewed. Inclusion criteria required publication in reputable journals (Q1–Q4) or proceedings, english language, and explicit discussion of strategy effectiveness in secondary or higher chemistry education. The results showed that cooperative learning and inquiry learning dominated from several articles used as learning that is often applied in the learning process to see its effect on learner achievement, cognitive development, laboratory skills, science process skills, and understanding of science knowledge. The implementation of the Merdeka Curriculum requires educators to provide innovations to the learning strategies applied. Technology-based learning is one form of innovation that is in accordance with the curriculum and the development of the current era. Learning strategies by utilizing ICT create enthusiasm and meaningfulness for students to learn independently. This review contributes a refined theoretical understanding of chemistry specific learning strategies, identifies research gaps, and suggests future directions in chemistry education.
This research examined the validity, practicality, and effectiveness of virtual laboratory based on triplet representation to enhance students' visual intelligence in chemical equilibrium shifts. Using the Research & Development (R&D) method with the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, this study involved 31 students from MAN 2 Gresik. The instruments used included validation questionnaire, student response questionnaire, and pre-posttest sheets. The results showed the media achieved very good validity with a mode of four, very practical with practicality test reached 94.08% and effective to enhance visual intelligence in chemical equilibrium shifts with significance value of 0.000 (< 0.05) on Wilcoxon Signed Rank and medium-high category N-Gain. This virtual laboratory based on triplet representation is proven to be valid, practical, and effective in enhancing students' visual intelligence on chemical equilibrium shift. This media can be an innovative solution for digital learning and a cost-effective alternative for schools that lack laboratory facilities.
The modern era is currently highly dependent on technology in almost all aspects, so the demand for experts in the field of technology is increasing. However, this does not match the situation in schools. Therefore, countries in the world are starting to implement the STEM approach to the national curriculum. This study aims to determine the increased interest in a career in science for students after applying the STEM approach. This research is a quasi-experimental using pretest-post-test control group design. The instrument used scientific career interest questionnaire that refers to the Social Cognitive Career Theory. The results show that the application of STEM through STEM activities such as formulating problems, designing solutions, practicums, and planning projects, will provide knowledge about students' career interests. The increase in students' career interest in science in the material on buffer solutions shows significant results. Environmental aspects more dominantly influence students' career interests with the dominant indicator being school teaching staff. Further research can be carried out to see the increase in students' interest in careers in science after implementing a STEM approach at a larger sample level such as a sample of high school students in a city.
The integration of digital technology in chemistry education necessitates the development of innovative learning media to facilitate students’ comprehension of abstract and complex concepts, such as atomic structure. This study aimed to develop and validate an Android-based interactive learning medium and to examine its practicality for chemistry learning. A research and development (R&D) methodology was employed, utilizing the 4-D model comprising define, design, develop, and disseminate stages. During the define stage, students’ learning needs and difficulties were identified through classroom observations, interviews, and needs analysis questionnaires. The design stage involved the formulation of learning objectives, content organization, and the development of a media prototype. In the develop stage, the learning media was evaluated using validation instruments completed by experts in chemistry content, instructional media, and learning design. The disseminate stage focused on assessing practicality through student response questionnaires. The results revealed that the developed learning media achieved high validity, with mean expert validation scores of 3.86 for content, 3.80 for media, and 3.85 for design, resulting in an overall mean score of 3.83, categorized as very valid. Furthermore, student responses indicated a high level of practicality, with an average score of 3.55, classified as very positive. These findings suggest that the Android-based interactive learning media is feasible and practical for supporting students’ understanding of atomic structure and has strong potential for implementation in chemistry learning contexts.
This study analyzes students’ learning difficulties in understanding biochemistry concepts, materials, and processes through a survey, and examines bibliometric patterns of biochemistry learning models and methods to identify potential alternative solutions. A descriptive research design was employed, combining survey methods and bibliometric analysis. The survey was conducted with 82 fourth-semester students of the Chemistry Study Program, including Class B (48 students) and Class E (34 students). Data were collected using an open-ended questionnaire and analyzed descriptively and qualitatively. In parallel, a bibliometric analysis of scientific articles on biochemistry learning difficulties was performed using VOSviewer software, identifying dominant sub-themes such as learning models, learning methods, and biochemistry education. The survey results indicate that students experience the greatest difficulties in protein biosynthesis (82%), lipid metabolism (55%), enzymes (53%), protein metabolism (50%), and carbohydrate metabolism (45%). These findings highlight challenges with metabolic pathways and molecular structures, emphasizing the need for visualization-based learning media. Additionally, the bibliometric analysis suggests that flipped classroom and blended learning approaches have strong potential as innovative strategies to address these difficulties. The study concludes with recommendations for future research focused on the development and evaluation of such approaches in biochemistry education.
Pembelajaran di Indonesia kini berorientasi pada pembelajaran abad-21 sehingga peserta didik perlu dipersiapkan agar bisa mempunyai keterampilan abad-21 yaitu bisa menghadapi tantangan kehidupan dan bersaing di era globalisasi. Penelitian bertujuan untuk mengembangkan modul struktur atom terintregrasi augmented reality yang bertujuan untuk mengetahui kelayakan modul struktur atom terintregrasi augmented reality. Produk dapat digunakan sebagai sumber belajar bagi peserta didik dalam pembelajaran. Metode penelitian pengembangan dengan model pengembangan 4D yaitu: pendefinisian, perancangan, pengembangan dan penyebaran. Kelayakan produk diuji dengan validasi produk kepada ahli media dan ahli materi, serta diuji cobakan kepada guru mata pelajaran kimia. Hasil penelitian menunjukkan bahwa modul struktur atom terintregrasi augmented reality pada pembelajaran dinyatakan sangat layak menjadi sumber belajar dapat dilihat dari rerata hasil uji kelayakan oleh ahli materi dengan persentase 98% dan ahli media dengan persentase 96%, keterbacaan peserta didik dengan presentase 93% dengan kriteria sangat baik serta guru kimia yang menyatakan sangat layak dengan persentase 97%. Modul struktur atom terintregrasi augmented reality pada pembelajaran kimia dapat menjadi alternatif sumber belajar dan media pembelajaran untuk peserta didik.
Creative thinking is an essential learning outcome in undergraduate chemistry education, particularly in electrochemistry, where students are required to integrate conceptual understanding with problem solving and real world applications. Integrating science literacy within a Science, Technology, Engineering, and Mathematics–Problem Based Learning (STEM-PBL) framework offers a practical instructional approach to address this challenge by situating electrochemical concepts in authentic problem contexts. This study analysed the effectiveness of a science literacy integrated STEM-PBL model in enhancing undergraduate students’ creative thinking skills in an electrochemistry course. A quantitative quasi experimental design was employed, involving an experimental group taught using the science literacy integrated STEM-PBL model and a control group receiving traditional instruction. Students’ creative thinking skills were measured before and after instruction using a validated assessment instrument. Instructional effectiveness was evaluated by comparing normalized gain (N-gain) scores between the two groups. The results show that students who participated in the STEM-PBL learning environment achieved a substantially higher N-gain score (75.47%) than those in the control group (49.96%). These findings indicate that integrating science literacy into STEM-PBL activities significantly enhances students’ creative thinking skills in electrochemistry learning. The results have important implications for chemistry instruction. They suggest that incorporating science literacy oriented, problem based STEM activities can provide instructors with an effective strategy to promote creative thinking and deepen students’ understanding of electrochemical concepts. This approach may support the design of more engaging and meaningful electrochemistry learning experiences in undergraduate chemistry classrooms.
Chemical representations and the connections among macroscopic, sub-microscopic, and symbolic levels are fundamental to meaningful chemistry learning. However, the quality and coherence of these representations in instructional materials often determine how effectively students construct conceptual understanding. This study aimed to investigate the types and interconnections of chemical representations related to corrosion presented in widely used general chemistry textbooks. A qualitative content analysis was conducted on five textbooks using an adapted framework from Gkitzia, which included the type of representation (C1), interpretation of surface features (C2), relatedness to the text (C3), caption quality (C4), and degree of correlation across multiple representations (C5). A total of 40 corrosion-related representations were identified. The analysis showed that symbolic representations were the most frequently used, although textbooks generally portrayed corrosion through macroscopic, real-world examples. Eight sets of multiple representations were found to demonstrate adequate coherence among macroscopic, sub-microscopic, and symbolic levels, effectively illustrating both the corrosion process and its prevention. Overall, the five textbooks presented the concept of corrosion with reasonable alignment across representational forms. These findings contribute to the improvement of chemistry education by informing educators and textbook authors about the strengths and limitations of current representational practices. The results also offer empirical support for implementing multiple-representation-based instruction to enhance students’ conceptual understanding and ability to visualize and interpret corrosion phenomena.
The integration of interdisciplinary approaches in science education has gained increasing prominence, particularly within vocational school contexts. The research aims to identify the challenges faced by these teachers and to explore potential solutions for improving project-based instruction within the framework of Indonesia’s Merdeka Curriculum. This study investigates the perspectives of chemistry education graduates who are currently implementing interdisciplinary science projects in vocational schools across Central Java, East Java, and the Special Region of Yogyakarta. Employing a qualitative descriptive design, data were gathered from 25 purposively selected participants using an online open-ended questionnaire. Thematic analysis revealed several core challenges: limited pedagogical competence in project-based learning, difficulties in synthesizing natural and social science content, insufficient laboratory infrastructure and teaching materials, and restrictive curriculum policies that constrain instructional flexibility. These issues were especially pronounced among teachers with mono-disciplinary backgrounds in chemistry, who are now required to deliver integrated and contextualized learning. In response, the participants proposed actionable strategies, including training in contextual and project-based methodologies, mastery of interdisciplinary content, enhanced professional collaboration through musyawarah guru mata pelajaran (MGMP) / subject teacher forums, improved access to instructional resources, and flexible curriculum design. The study highlights the need for comprehensive and systemic support to enhance teachers’ capacity to deliver meaningful and vocationally relevant interdisciplinary science education. The findings provide critical insights for policymakers, curriculum developers, and teacher education institutions aiming to advance the implementation of holistic STEM education in vocational settings.
The advancement of digital technology and the growing demand for student-centered learning have prompted educators to explore more innovative approaches in science education. In chemistry, abstract concepts often pose significant challenges for learners, particularly at the secondary school level. This study aimed to examine how practising chemistry teachers integrate digital technology and project-based learning (PjBL) to enhance students’ conceptual understanding. A descriptive qualitative design was employed, involving in-depth interviews with 22 secondary school teachers who are also distance education students. Thematic analysis revealed that combining video-based instruction, interactive simulations, and contextualized PjBL strategies significantly improved students’ comprehension of complex topics such as atomic structure, chemical bonding, and colligative properties. For example, digital simulations enabled clearer visualization of atomic models, while hands-on projects like “Ice Cream Making to Explore Colligative Properties” successfully connected theoretical knowledge with real-life experiences. Despite the pedagogical advantages, challenges such as disparities in digital literacy and the limitations of online platforms were noted. This study contributes to the evolving field of chemistry education by offering practical insights into the implementation of digital and project-based strategies tailored to the learning preferences of Generation Z and Alpha students. The findings underscore the need for systemic teacher support, professional development, and infrastructure improvement to maximize the benefits of these transformative teaching approaches.
The integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) approaches in chemistry education offers new opportunities to foster active, interdisciplinary, and skills-oriented learning. However, practical resources that align with this pedagogical framework, particularly in laboratory instruction, remain limited. This study aims to develop and evaluate a STEAM-based electronic practicum guide on the topic of saponification, focusing on its feasibility, student responses, and its effectiveness in enhancing students' psychomotor skills. The development process followed the 4D model (Define, Design, Develop, and Disseminate), with implementation limited to the development stage. Participants included fourth-semester chemistry education students. The practicum guide underwent expert validation and was trialed through student feedback and performance-based observation of psychomotor competencies. The results revealed that the practicum guide achieved a high validity score (87.8%), received very positive student responses (93.1%), and significantly supported the development of psychomotor skills, with an average performance score of 94.2%. These findings suggest that the STEAM-based practicum guide is both feasible and effective as an instructional tool, offering meaningful and engaging learning experiences in chemistry laboratories. The study contributes to the advancement of innovative practicum materials and supports the implementation of STEAM principles in science education.
Students often face difficulties in learning chemical elements due to the large number of concepts that require memorization and limited contextual engagement. At the same time, chemical elements play a vital role in addressing environmental issues, making their understanding essential for advancing Education for Sustainable Development (ESD). This study aimed to develop an Android-based Chemistry Mobile Learning (CML) application in the form of an educational game to promote ESD-oriented chemistry learning. The development followed the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate). The CML application was validated by six expert reviewers, resulting in Aiken’s V scores of 0.91 and 0.93, indicating a high level of validity. Student feedback showed that 91% rated the learning experience as “Very Good.” The results suggest that the developed CML tool is both feasible and practical for classroom implementation. It enhances student engagement, supports meaningful learning, and fosters sustainability-oriented thinking in chemistry education.
Engaging and pedagogically relevant learning media are essential for improving students’ conceptual understanding in chemistry, particularly on abstract topics such as acid–base solutions. This study aimed to develop a contextual animated video using the Powtoon web application to enhance student engagement and comprehension through real-life connections. The development followed the 4D model (Define, Design, Develop, Disseminate) and was conducted at a public senior high school in Yogyakarta. Participants included chemistry education lecturers (as media and content experts), high school chemistry teachers (for practicality evaluation), and 11th-grade science students (for readability testing). The animation incorporated core elements of contextual learning, such as inquiry, questioning, learning community, modelling, and reflection, to foster deeper understanding. Validation results indicated excellent quality, with ideal scores of 95% from media experts and 90% from content experts. Teachers rated the practicality at 92%, while students rated the video’s readability at 95%. All evaluations were categorized as “very good.” Quantitative data were analyzed descriptively using ideal percentage scores. These findings demonstrate that the developed animation is both pedagogically sound and technically effective in supporting student learning. This research contributes to the field of chemistry education by offering an accessible digital resource that supports contextualized instruction and increases student motivation and understanding of acid–base concepts.
The growing urgency of environmental challenges has emphasized the importance of integrating green chemistry and sustainability concepts into chemistry education. Green chemistry provides a framework for promoting environmentally responsible scientific practices, while sustainability fosters long-term thinking and ethical decision-making among learners. This study aims to analyze recent trends in the integration of green chemistry and sustainability in chemistry learning contexts. A Systematic Literature Review (SLR) was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Twenty peer-reviewed articles published within the last six years and indexed in Scopus and Science and Technology Index (SINTA) were selected from databases including Google Scholar, Education Resources Information Center (ERIC), and Multidisciplinary Digital Publishing Institute (MDPI). The findings indicate that integrating green chemistry and sustainability enhances students' knowledge, interest, and motivation to adopt environmentally responsible attitudes and practices. Despite these benefits, the integration process faces several challenges, such as limited instructional resources, lack of pedagogical strategies, and insufficient contextualization. The study also highlights various effective strategies for implementation, including the use of student worksheets, multimedia tools, and ethnoscience-based approaches that align chemistry learning with local cultural contexts. These insights contribute to the development of more responsive and sustainable chemistry education models, aligning science instruction with global environmental goals and promoting pro-environmental behaviors among future scientists.
Understanding stoichiometry remains a significant challenge for many secondary school students, primarily due to traditional instructional approaches that emphasize memorization rather than analytical reasoning. To address this issue, this study examines the effectiveness of a socio-scientific issue (SSI)-based problem-based learning (PBL) model in fostering students’ critical thinking skills in stoichiometry instruction. The research employed a quasi-experimental design with a non-randomized pretest–posttest control group structure. Participants consisted of two grade X classes from SMAN 1 Sipirok, with one class assigned as the experimental group receiving SSI-based PBL instruction and the other as the control group receiving conventional teaching. Data were collected through essay tests designed around Ennis’s twelve critical thinking indicators. The results of an independent samples t-test indicated a statistically significant difference in posttest scores between the two groups (p = 0.027, p < 0.05), demonstrating that the experimental group outperformed the control group in critical thinking. These findings suggest that integrating socio-scientific issues into problem-based learning can effectively enhance students’ reasoning, engagement, and conceptual understanding in chemistry education. The study contributes to the ongoing discourse on innovative pedagogies by highlighting the pedagogical potential of SSI-based PBL for cultivating higher-order thinking skills in science classrooms.
Challenges in mastering chemistry content among pre-service chemistry teachers remain a critical concern in teacher education institutions. This study aims to analyze the most difficult concepts and the underlying conditions contributing to students' failure in mastering specific chemistry courses. Data were collected through questionnaires, interviews, and document analysis. The research began by identifying courses with the highest proportion of failing grades (≤ D) based on academic transcripts from 235 students across four cohorts in a chemistry education program. Organic Chemistry I was identified as the course with the highest failure rate, affecting 141 students. From this group, ten students from each cohort with a GPA ≥ 3.0 were randomly selected to complete a questionnaire identifying the most difficult topics in the course. In-depth interviews with students and lecturers were then conducted to explore the conceptual difficulties and their possible causes. Findings consistently revealed that Organic Chemistry I had the highest proportion of D grades (10%) compared to other courses, with more than 60% of students in each cohort receiving low grades. Students reported that the Newman projection was the most challenging topic, citing both the abstract nature of the concept, which requires spatial reasoning and mental rotation of molecular structures, and the lack of effective instructional strategies to support understanding. These results highlight the need for pedagogical innovations targeting spatial visualization skills to enhance conceptual comprehension in organic chemistry education.
