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Chemistry plays an essential role in human life, especially in teaching and learning; however, only a few studies offer an up-to-date and comprehensive overview of chemistry education research (CER) using quantitative bibliometric analysis. For this purpose, the current study explores the trends and status of research in chemistry education over time. A total of 4110 peer-reviewed journal articles were retrieved from the Scopus database. The number of publications in CER demonstrates a significantly increasing pattern from 1895 to 2022. The most frequently cited articles belong to Black and Deci, Hartinger and Dyson, and Baepler et al., Journal of Chemical Education, Chemistry Education Research and Practice, and International Journal of Science Education are the most productive journals. The most prominent institutions are Purdue University, Universitat Bremen, and the University of South Florida. The US, Turkey, and Germany stand out in the number of publications. I. Eilks, V. Talanquer, and M.M. Cooper lead the top three authors with the most publications. The most frequently used author keywords are "first-year undergraduate", "chemistry education", and "upper-division undergraduate". The current study provides a holistic understanding of the development of CER and a reference for future studies in the field. [ABSTRACT FROM AUTHOR]

This study was conducted to investigate the use of the "Go-Chemist!" app on students' perceptions of chemistry, especially on the topic of atomic structure. This study used a quasi-experimental pretest-posttest design. The respondents were 72 students consisting of 42 females and 30 males, at a public high school in Jakarta, Indonesia. They were recruited from 2 intact classes, namely the experimental and control groups, with a total of 36 students each. Students in the experimental group were instructed with the "Go-Chemist!" application, while students in the control group were taught using a printed textbook during the treatment. To collect data, the Perception of Chemistry Questionnaire (PCQ) was completed by all respondents as pre-tests and post-tests to measure changes in their perceptions. Independent and paired sample t-tests were used to check the difference and increase the mean score between the two groups. As a result, students in the experimental group scored higher on perception than students in the control group after the intervention. In addition, students using the mobile app showed a significant improvement in perception compared to their counterparts. Based on the findings, it can be concluded that the "Go-Chemist!" app is effective for elevating students' positive perceptions on the topic of atomic structure. Thus, it is highly recommended for teachers and students to use this mobile app to support teaching and learning chemistry. [ABSTRACT FROM AUTHOR]

This study investigates the effect of using the "Go-Chemist!" on students' self-efficacy regarding chemistry and technology on hydrocarbons. This study used a quasi-experimental pre-test-posttest design. The respondents were 72 students (25 males and 47 females) at a public high school in Jakarta, Indonesia. Students in the experimental group (n = 36) were instructed to use the "Go-Chemist!" app, and students in the control group (n = 36) were taught using printed textbooks. All students in both groups completed the Self-Efficacy Scale towards Science and Technology (SESST) before and after the intervention to measure their level of self-efficacy on the topic of hydrocarbons. Independent and paired sample t-tests were used to analyze the difference and increase in scores between the experimental and control groups. The results reflected that students in the experimental group were superior, and there was a significant increase in the mean score compared to the control group concerning self-efficacy. Based on the findings, we recommend that teachers and students use the "Go-Chemist!" app to promote students' self-efficacy toward chemistry and technology on the topic of hydrocarbons to a satisfactory level. [ABSTRACT FROM AUTHOR]

Scientific literacy and numeracy are very important literacy to be ruled by pre-service science and mathematics teachers to face 21st century's demands. The purpose of this research is to determine the pre-service teacher's perceptions of scientific literacy and numeracy. Due to this purpose, a descriptive quantitative was used with the survey research as the design. The subject is 193 pre-service teachers that consisted of 46 chemistry, 87 physics, and 60 mathematics pre-service teachers of Malikussaleh University in North Aceh, Indonesia. The questionnaire contained of 28 items which measured four scientific literacy aspects and also four numeracy aspects. The score which using Likert scale was categorized in five levels and analyzed for each aspects. The results of perceptions of scientific literacy are: (1) science knowledge of 90.6%, (2) scientific inquiry of 88.3%, (3) obtaining scientific knowledge of 82.7%, (4) interaction between science technology and society of 76%. Meanwhile, the results of perceptions of numeracy are: (1) basic knowledge of mathematics of 84.3%, (2) understanding of numeracy of 81.7%, (3) application of mathematical concepts in life of 81.5%, and (4) preservice teacher's readiness in numeracy of 81.3%. It concluded that preservice teachers thought that scientific literacy and numeracy was needed to be applied in learning and in life. [ABSTRACT FROM AUTHOR]

This study aims to analyze the quality and responses of students to the chemistry puzzles book that has been developed as a learning media. The development model used ADDIE method, incorporated the stages of Analysis, Design, Development, Implementation, and Evaluate. Learning media quality testing is carried out based on validation by media and material experts. A feasibility study was conducted by seven chemistry teachers from three different schools. Students' responses on the book were also gathered via a test, in which 60 students from these schools have participated. The results showed that (1) the media expert validation resulted in the total score obtained 79 with a percentage of 75.7%, and the mean score was 3.03 with very feasible category, (2) the material expert validation with the total score of 115 and a percentage of 92.7%, the average score was 3.7 with very feasible category (3) the results of the feasibility test showed that the percentage of the average score was 87.12 with very feasible category, (4) the results of the student responses showed that the total average score was 4.4 in.the very good category. It can be concluded that the quality of chemistry puzzles book is considered good, as a learning media for class X High School students. [ABSTRACT FROM AUTHOR]