Search

The presence of technology is one of prominent characteristics of the 21st century learning system. This study aims to seek the influences of hybrid learning with video conference and chemistry on android game (chemondro-game) on students' self-efficacy, self-regulated learning, and achievement toward chemistry of hydrocarbon topics. Through quasi-experiment with post-test only design, 143 eleventh grade students were selected as the research sample of the study and they were drawn from two secondary schools in Central Java, Indonesia. The sample of the study was composed of three classes based on each group's exposure to different teaching interventions. Experimental Class (EC) received hybrid learning with video conference and chemondro-game, Compared Class-1 (CC-1) was exposed to hybrid learning with video conference only, and Compared Class2 (CC-2) treated by face-to-face learning with chemondro-game only. The students' self-efficacy, self-regulated learning, and achievement data were obtained using Scale of Self-Efficacy (SSE), Scale of Self-Regulated Learning (SSRL), and the Test on Chemistry Hydrocarbon (TCH), respectively. In addition, an Observation Sheet on Self-Regulated Learning (OSSRL) was prepared to observe students' activities during the learning process. MANOVA technique and descriptive statistics were performed to examine the influences of teaching intervention on students' self-efficacy, self-regulated learning, and achievement in this instructional model. The findings revealed that the teaching intervention has significant influences on students' self-efficacy and self-regulated learning, however no significant influence on students' achievement. Thus, the use of video conference and chemondro-game are strongly suggested in chemistry learning due to its potential to develop self-efficacy and self-regulated learning of the students.

Although chemistry-focused socio-scientific issues support the 'relevance' model of chemistry education, the related literature has lacked any systematic review handling them together. For this reason, this research aimed to thematically synthesize the research papers on chemistry-focused socio scientific issues (SSI) from 2008 to 2020 and inferentially evaluate them in terms of the relevance model of chemistry education. After searching international and national well-known databases through relevant keyword patterns (e.g., Pattern 1: socio-scientific issues and chemistry education), 65 research papers were apparent for the systematic review. Then, the authors generated primary and secondary codes for the research papers and then inferentially marked their 'relevance' components. The systematic review indicated variation of research areas (e.g., relevance model of chemistry education) and dominant research foci for different themes (e.g., competencies and related variables for the theme 'aims'; pollution, energy, industry and fabrication-based problems for the theme 'SSI'; organic compounds for the theme 'chemistry concepts'). Further, it revealed that the research papers on chemistry-focused SSI had some shortcomings at handling all components of the relevance model in a balanced way. The current research suggests professionally training teachers about how to integrate chemistry-focused SSI and the relevance model into school chemistry.

The study aims to investigate the effect of context-based learning (CBL) on vocational high school students' chemical literacy of petroleum topics. Through quasi-experimental research with pretest-posttest design, 30 students from the automotive engineering program were assigned as the experimental group, while 31 students from the same school were devoted to the control group. The experimental group was exposed to the CBL whereas the control group was taught with traditional learning. To collect data, a petroleum chemical literacy test (PCLT) with 8 open-ended questions was used. The data were analyzed via Independent t-test and descriptive analysis. The results showed a statistically significant difference between the chemical literacy levels of the experimental and control groups. Even though the students have good chemical literacy in implementing the CBL, they need to improve their abilities to reach the goals of the science/chemistry curriculum. The current study suggests that the CBL should be further used in vocational high school to enhance students' chemistry achievements.

This study aims to explore grade level and gender differences in the attitudes toward chemistry (ATC), self-efficacy (SE), and learning experiences (LE) of pre-service chemistry teachers. A total of 191 pre-service chemistry teachers were taken as the sample through cluster random sampling technique. This cross-sectional survey collected the data using CAEQ questionnaire and interview. MANOVA test was carried out to analyze the quantitative data on the significance level 0.05, while the qualitative data were analyzed using Patton qualitative data analysis procedure. The findings showed that: (1) the LE level of the pre-service chemistry teachers was the highest compared to SE and ATC ; (2) there was a difference of ATC and SE between the freshman and sophomore groups, and there was a difference in terms of ATC between freshman and junior categories, yet no different in terms of LE based on this category; and that (3) there was no difference of ATC, SE, and LE based on gender. The results accord with the interview findings in which both male and female student teachers have positive attitudes toward learning chemistry, and there was a difference of ATC, SE, and LE between freshman, sophomore, and junior.

In the ever-evolving digital era, technology has changed the way we access information. Era 5.0, has a technological concept where data and information is collected by the Internet of things (IoT) which is transformed by Artificial Intelligence (AI) into something that can help people live a better life. In the context of chemistry learning, one of the approaches that can be developed is digital entertainment-based learning media. This preliminary study aims to dig deeper into the potential and benefits of digital entertainment chemistry-based learning media in the context of Era 5.0. The method used was a survey involving 177 high school students by providing 30 open and closed question items via Google Forms online. Based on the survey results, it is known that the use of podcasts as digital entertainment-based learning media is considered suitable and has many positive impacts, as long as it is properly implemented and receives adequate support from the school and the government.

This study specifically investigates the impact of an ethnoscience-based Common Knowledge Construction Model (CKCM) learning approach integrated with podcast media on student learning outcomes and collaboration skills, concentrating on chemical bonding. The quasi-experiment research method was conducted in one of the private schools in Sukoharjo Central Java, involving 24 students in control and experimental classes. This research responds to skill demands in the 21st century to develop quality human resources by introducing innovations that integrate culture and technology into a learning system, focusing on enhancing students' soft skills, especially in collaboration. The results of the data analysis show that the learning model significantly influences student learning outcomes. However, the study indicates that this approach results in a slight improvement in students' collaboration abilities. Yet, further exploration and refinement may be necessary to enhance its effectiveness in fostering collaboration skills. This research contributes valuable insights for educators seeking innovative approaches to equip students with the skills needed to thrive in the contemporary education and employment landscape, such as competence, superiority, and competitiveness. Thus, the CKCM learning model has great potential to continue to be developed as a learning model that can answer the challenges of the 21st century. [ABSTRACT FROM AUTHOR]

One way to preserve culture in education is through ethnoscience-based learning, especially in chemical materials linked to various fields of science in life, including social and cultural. Ethnoscience is a process of reconstructing indigenous science knowledge with scientific science. This research aims to explore trends in ethnoscience-based chemistry learning in Indonesia and analyze the contents, focusing on topics, learning approaches and models, tools, and variables influenced. The research data collection method adopted the preferred items for systematic review and meta-analysis (PRISMA) design and obtained from 30 selected articles indicated from 2019-2024 published in journals indexed by Scopus and SINTA. Analysis results show that the process of making batik is one of the ethnoscience topics that are widely used in chemistry learning. Ethnoscience learning can also be done by combining local wisdom (culture), traditional foods, and natural phenomena of the environment. Ethnoscience learning can be integrated into various learning models, such as contextual teaching and learning (CTL), problem-based, and project-based learning (PjBL). Learning tools often used in ethnoscience-based chemistry learning are modules, evaluation instruments, and worksheets. Ethnoscience is interesting to learn because it positively affects critical thinking and creativity, cultural and conservation character, and scientific literacy. [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop a valid and reliable scale measuring the Indonesians' scientific habits of mind (SHOM) levels via the SSIs in context. The sample of the study consisted of 658 Indonesian people (aged 18-68 years; 385 females and 273 males; mean age: 35.5) randomly drawn from 3 districts of Special Region of Yogyakarta, Indonesia. To ensure content validity, the researchers matched SHOM (mistrust of arguments from authority, open-mindedness, scepticism, rationality, objectivity, suspension of belief, and curiosity) with the SSIs in the Indonesian context. A group of experts and a pilot study with 10 lay people ensured face validity. Concurrent validity was verified via independent samples t-test. To confirm convergent and discriminant validity, confirmatory factor analysis, and reliability values were calculated. Because the final version (33 items) of the SHOM scale has high validity in content, face, convergent, discriminant, and concurrent, it provides valid conclusions based on the theoretical constructs for the sub-scales. This suggests that the SHOM scale may be adapted or improved for SSIs in different contexts.

The ability to produce creative solutions is currently needed due to rapid social, technological, and economic changes. Stakeholders can bring together various points of view to produce comprehensive solutions. Design thinking offers an inventive approach to solving challenging problems. This research offers a comprehensive perspective and understanding of design thinking as a framework for measuring the abilities of prospective teachers. A qualitative approach with documentary content analysis methodologies produces a theoretical competency framework. The findings are then applied to pinpoint design thinking's dimensions and indicators as pertinent competencies, such as empathy, experimentation, optimism, feedback seeking, and collaboration. These results significantly advance our knowledge of how, in the present environment, design thinking may be understood, utilized, and assessed as a critical talent. Considering the increasingly complex and dynamic characteristics of education, this research emphasizes the importance of building design thinking competencies for prospective teachers. [ABSTRACT FROM AUTHOR]