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This research aims to develop chemistry project-based learning with an Integrated Ethnoscience Approach in Science, Technology, Engineering, and Mathematics (Ethno-STEM) to improve students’ conservation and entrepreneurial character. The research method refers to the Research and Development (R&D) model with the Four D. The research samples are chemistry education students from Universitas Negeri Semarang. The model effectiveness test was conducted in secondary metabolite lectures at the Department of Chemistry, Faculty of Mathematics and Natural Science, Universitas Negeri Semarang, Indonesia. Data collection techniques used expert validation sheets to assess the feasibility of the model and observation sheets and questionnaires to measure students’ conservation and entrepreneurial character. Based on the results of research, it was concluded that a chemical project-based learning model for the secondary metabolites course on essential oils and terpenes and learning tools with an EthnoSTEM approach was feasible and effective for improving students’ conservation and entrepreneurial character with moderate and high criteria based on the N-gain score. Entrepreneurial characters, which include persistence, discipline, and creativity, have been developed so that students can produce attractive and worthy chemical batik products for sale

Critical thinking skills has to be sharpened particularly during the COVID19 pandemic. This circumstance leads to the lack of students passion to apply their thinking skills in doing something necessary. Therefore, it requires a learning improving critical thinking skills. This study aims to describe the critical thinking skills of chemistry education students taking part in the lecture of Team Project Based STEM-metacognitive skills. The method utilized is a Pre-Experimental Design One-Shot Case Study consists of 130 chemistry education students taking part in 3rd and 5th semester. The 3rd semester students attend lectures on the development of chemistry learning programs (P3K) and the 5th semester students attend lectures on the basics of analytical chemistry (DDKA). The instruments utilized in this research are learning scenarios, worksheets, critical thinking test instruments, critical thinking skill assessment rubrics, and project implementation feasibility observation sheets. There are three critical thinking skills very well demonstrated by students in P3K and DDKA subjects, consist of (1) strategies and tactics, (2) providing simple explanations, and (3) providing further explanations. Two other skills, namely concluding and building basic skills shown by students in the good category. The results of this study contribute to chemistry learning in the future, thus efforts are inevitably required to train critical thinking skills for prospective chemistry teachers in order to produce teachers having good thinking skills.

This study aims to analyse students' conceptual understanding of chemical equilibrium matter using Physics Education Technology (PhET) Interactive Simulations. Students' misconceptions can be caused by the difficulty in connecting the sub-microscopic, macroscopic, and symbolic levels of understanding in chemistry. The study was conducted at a secondary school with a total sample of 108 students using a quantitative research method. The results showed that multiple-choice questions of the two-tier Chemical Equilibrium Diagnostic Instrument (CEDI) used in this study meet with the Rasch measurement model. The students who answered correctly on content knowledge ranged from 11.1—90.7%. However, the percentage decreased to 11.1—84.3% once the content knowledge and reasons were combined. The option probability curve responses identified the students' misconceptions that were further investigated by interviews. PhET Interactive Simulations require improvements or additional features to help students better understand conceptual understanding through analogies of product and reactant molecules' movement in the equilibrium system.

This project seeks to foster students' critical thinking abilities through the incorporation of Design Thinking with STEAM-PjBL in a chemistry redox process. 41 grade 10 students from a high school in Rangkasbitung, Banten, Indonesia participated in this study. Learning was facilitated by using a variety of online platforms, including Edmodo, Google Jamboard, and Zoom Meetings. Interviews, observations, journal reflection procedures, and researcher notes were used to gather qualitative data. The five steps of Design Thinking: empathize, define, ideate, prototype, and test, were used to facilitate learning (Plattner, 2010). Critical thinking skills were assessed through the indicators of Framing The Problem, Solution Finding, Self-Regulation, and Reflection, developed by Ucson & Rizona (2018). Based on the categories of Information Search, Creative Interpretation and Reasoning, Reflection, and Self-Regulation, the results demonstrate the development of students' critical thinking abilities to the advanced level. Design Thinking provides a way to more easily and actively create project-based solutions in solving contextual problems related to redox reaction of water pollution in the Ciujung River due to the use of detergent waste. Understanding the relationship of chemical concepts to daily life challenges the application of this approach. To challenge students' learning and help them acquire 21st-century abilities, STEAM-PjBL may be integrated with Design Thinking.

The rapid development of technology and information has influenced students’ learning styles and has led to a shift in information seeking from printed books to e-books. This study aims to measure students’ knowledge and skills, attitude, and website knowledge competency on the ionic liquid material. The study involved 47 students of the Diploma III Chemical Engineering program at a private polytechnic selected using a purposive sampling technique. This web-based Ionic Liquids learning was tested on students through the experiential learning model. Data collection was carried out by completing the competency test at the beginning (CT1) and the end of learning (CT2). The results revealed that website-based ionic liquid learning increased each competency of knowledge and skills of ionic liquids, knowledge of websites, and attitude. Even though not all students can do it independently, the learning could attract students’ attention. The learning has to be combined with lecturers’ explanations as reinforcing concepts. This research’s implications are expected to be used as recommendations in enriching the Chemical Engineering education curriculum by adding website-based ionic liquid material

El projecte que es presenta ha modificat els continguts, procediments, competències i avaluació de l'assignatura Experimentació Química II. Es tracta d'una assignatura de tipus sintètic que es cursa l'últim any de la llicenciatura de química i és, per tant, una de les darreres assignatures pràctiques que els alumnes realitzen abans d'incorporar-se al món professional. En aquest nivell els alumnes han de ser capaços d'aplicar els coneixements teòrics que han anat adquirint al llarg de la llicenciatura, així com els coneixements i habilitats pràctiques que demostren el grau de maduresa assolit

El Método de simulación por redes (MESIR) aplicado a la resolución de problemas en ingeniería, aúna todo el potencial existente en la analogía termo-eléctrica con la potencia de los ordenadores. El registro del programa PROCCA-09 basado en el MESIR es resultado del trabajo de dos grupos de investigación de la UMU y la UPCT. Entre las ventajas de esta herramienta, en contraposición con las prácticas de laboratorio, podemos citar: es generalmente más económica, no tiene riesgos, portátil, fomenta el aprendizaje significativo, etc. En la comunicación se presentan algunas experiencias y resultados de la mejora del proceso de enseñanza-aprendizaje con esta herramienta