Chemistry Learning Research Articles

Maximising the consistency of the presentation of the molecular level with its quantum mechanical description: challenges and opportunities

Abstract Reasoning in terms of molecules has since long become fully embedded in any chemistry discourse. On the other hand, students’ familiarization with the molecular level in pre-university instruction is not always satisfactory, and their ability to view chemical phenomena in terms of what molecules do may not reach the extent and quality that would be needed to ensure effective conceptual understanding. Students may remain uncertain about the interpretation of the molecular features of a number of phenomena even through undergraduate instruction. Removing uncertainties and promoting comfortable familiarization is increasingly becoming an imperative for chemistry education, in view of the novel central role that the molecular level is acquiring not only for the customary interpretation of phenomena, but for the high variety of applications that have been blooming in recent years. Consequently, learners’ familiarization with the world of molecules needs to become more informative and complete. It is equally important that the information that they acquire about molecules be consistent with the modern descriptions, which are based on quantum mechanics. This requires accurate search for optimal balances between the need to simplify the terms of the descriptions in order to make them accessible to leaners according to the different levels of chemistry learning, and the simultaneous need to maintain adequate conceptual rigour. The present work outlines approaches which have proved viable and effective, and which rely on accurate use of language and visualization as the major explanation resources.

The Perceived Complexity of Learning Tasks Influences Students’ Collaborative Interactions in Immersive Virtual Reality

This study investigated how different learning tasks influence students’ collaborative interactions in immersive Virtual Reality (iVR). A set of chemistry learning activities was designed with iVR, and 35 pairs of undergraduate students went through the activities. Videos of students’ interactions were analysed to identify patterns in students’ physical, conceptual, and social interactions. When students were manipulating conceptually familiar virtual objects (several water molecules), they perceived the tasks as a simple extension of prior knowledge and did not attempt to explore the 3D visualisation much. They did not move around to take different perspectives, and conceptual discussions were brief. Their prior power relations (leader–follower) carried over in iVR environments. In contrast, when conceptually unfamiliar chemical structures (protein enzyme) were displayed, students perceived the tasks as complex, demanding a new mode of learning. They spontaneously moved around to explore and appreciate the 3D visualisation of iVR. Walking to different positions to observe the virtual objects from multiple angles, students engaged in more collaborative, exploratory conceptual discussions. As the perceived complexity of learning tasks or virtual objects triggers different collaborative interactions amongst students, careful considerations need to be placed on the design of iVR tasks to encourage productive collaborative learning.

Training Chemistry Teachers' Understanding in Creating Learning Evaluation Media Using the Wordwall Application

This community service activity aims to assist chemistry teachers in the Banjar Regency Chemistry Teachers Working Group (MGMP) in developing learning evaluation materials. This training aims to improve the quality of learning in the Independent Curriculum for chemistry teachers in creating learning evaluations using Wordwall. Based on the questionnaire results filled out by MGMP chemistry teachers in the Banjar Regency, it was found that 50% of teachers stated that they were skilled enough in using technology in preparing learning evaluation materials. The methods in this activity are divided into three stages: pre-implementation, implementation, and post-implementation. Considering this condition, the community service team needs to address the problems teachers face by conducting training on preparing IT-based teaching materials held at SMAN 1 Martapura with two offline meetings attended by 21 teachers. Based on the training results, there was an improvement in teachers' understanding of creating interactive evaluation materials using Wordwall, and teachers' responses to the activity showed a good category. The interactive evaluation products produced can be used to assist the chemistry learning process.

A Longitudinal Study of Attitude Towards Learning Chemistry Lessons at the Higher Secondary Level

The purpose of this study is to track the changes in the student’s attitude towards learning chemistry lessons at the higher secondary level during their higher secondary learning years. ATCLS (Attitude towards learning chemistry lessons scale) was administered on 50 random samples of Sacred Heart higher secondary school, Iruppukurichy, cuddalore Dt, Tamilnadu. It was hypothesized that there is no significant difference in the attitude towards learning chemistry lessons among students during their higher secondary learning years. The data was collected before the start of the course, as they entered class 11, and again the same tool was administered on the same sample when they completed the course, as they completed learning chemistry in class 12. On computing the data, it is alarming to note that the student’s attitude towards learning chemistry is in decline as they move from one level to the other. This study also suggests Chemistry teachers focus on the affective dimension of chemistry education.

Development of Ethnoscience-Based Student Worksheet Using the Guided Inquiry Learning Model to Increase Students' Learning Motivation and Scientific Literacy: A Review

Education is a process of sharing knowledge, knowledge, value conversion, character formation with various supporting aspects with a specific aim in the plan to develop human potential. Currently, many students are unable to apply the results of chemistry learning in their daily lives, this can be triggered by inadequate selection of learning resources, resulting in low student motivation and scientific literacy. This requires a teacher's creativity in the learning process so that the quality of students' learning can increase. One way that can be done is to link learning materials with local culture which can later increase students' scientific knowledge and increase students' motivation and scientific literacy. This research aims to find out learning LKPD by applying ethnoscience learning to chemistry material. The method used in this research is a literature review. Based on the literature review that has been carried out, it can be concluded that selecting appropriate and ethnoscience-based learning resources ranging from 63.76 to 97.15 can improve students' scientific literacy abilities.

Improving Chemical Literacy Skills: Integrated Socio-Scientific Issues Content in Augmented Reality Mobile

This research aims to develop socio-scientific issues (SSI) content on chemical bonding material and is used to measure students’ chemical literacy abilities. Currently, the chemistry literacy level of high school students is still relatively low, so a process of reconstructing the structure of chemistry learning content that is linked to real-life contexts is needed. One way to develop this material is to include SSI content in learning. SSI content includes articles containing reading and images as augmented reality (AR) markers, which will later be linked to AR technology on smartphones so that students’ chemical literacy can increase. This study uses the R&D method with the ADDIE design. Research instruments used include material validation, media validation, student response tests, and chemical literacy pre- and post-test instruments. The results of SSI content validation have been declared feasible for use in learning (91.58% material validation; 91.33% media validation; 91.57% student responses). The implementation results show that SSI content has a significantly positive effect on students’ level of chemical literacy skills. Student responses also show that the SSI content developed is easy to understand and motivates students to learn.

Analisis Kemampuan Literasi Kimia Mahasiswa melalui Pemberian Soal Berbasis Kontekstual

This research aims to analyze the chemical literacy abilities of students in the Department of Chemistry, Education Class B, UNM Class of 2022, by providing contextual-based exam questions and student response questionnaires using quantitative descriptive analysis methods. The results of the study showed that 84% of the student sample had chemical literacy skills in the medium category, with a score of 42.07 when given contextual-based exam questions. The results of scientific competence as measured in scientific literacy can be improved by routinely providing students with reading material about chemical literacy that is related to scientific phenomena and is appropriate to the context of everyday life. Knowledge of the chemistry learning context and interpreting accurate data emphasizes the use of scientific principles to solve problems according to their application in everyday life, based on student competence in using scientific evidence. There is great enthusiasm for implementing contextual learning, as seen in the questionnaire results of responses given by students through contextual-based questions, which can help students pay attention to what they are learning.

Analisis Implementasi Praktikum Kimia Kelas XI SMA Negeri di Kabupaten Gowa

This study aims to analyze the implementation of Chemistry practicum of grade XI at SMAN in Gowa Regency. The method used is descriptive method with a quantitative approach. The study was conducted at all public high schools in Gowa Regency. The objects were the school’s principals, Chemistry teachers, and all grade XI MIPA students. Determination of the sample employed porposive sampling technique which was based on certain characteristics (schools accredited A, B, and C). Data collection techniques employed observation sheets, questionnaires, interviews, and documentation. The results of the study reveal that the average percentage of the availability of tools and materials to support the practicum implementation is 69%, which is in Appropriate category, while the implementation of Chemistry practicum seen from the average percentage of teachers’ response questionnaires is 84% which is in Very Good category, and the average percentage of the students’ response questionnaires is 80% which is in Good category. The result of the interviews can be concluded that the biggest obstacle to practicum implementation is the lack of availability of practicum tools and materials. The analysis results of the syllabus and lesson plans show that there are ten main subject materials for learning Chemistry. Nine of those main subject materials require practicum activities.

Learning analytics and the Universal Design for Learning (UDL): A clustering approach

In the context of inclusive education, Universal Design for Learning (UDL) is a framework used worldwide to create learning opportunities accessible to all learners. While much research focused on the design and students' perceptions of UDL-based learning settings, studies on students’ usage patterns in UDL-guided elements, particularly in digital environments, are still scarce. Therefore, we analyze and cluster the usage patterns of 9th and 10th graders in a web-based learning platform called I3Learn.The platform focuses on chemistry learning, and UDL principles guide its design. We collected the temporal usage patterns of UDL-guided elements of 384 learners in detailed log files. The collected data includes the time spent using video and/or text as a source of information, working on learning tasks with or without help and working on self-assessments. We used Exploratory Factor Analysis (EFA) to identify relevant factors in the observed usage behaviors. Based on the factor loadings, we extracted features for k-means clustering and named the resulting groups based on their usage patterns and learner characteristics. The EFA revealed four factors suggesting that learners remain consistent in selecting UDL-guided elements that require a decision (video or text, tasks with or without help). Based on these four factors, the cluster analysis identifies six different groups. We discuss these results as a starting point to provide individualized learning support through further artificial intelligence applications and inform educators about learner activity through a dashboard.

Assessing the Role of Mobile Applications in Improving Stoichiometry Understanding among Matriculation College Students: An Investigation

Mobile learning is anticipated to enrich learning experiences, enabling students to access educational content regardless of time or place. In light of the widespread use of smartphones for daily activities and ubiquitous mobile access to the internet, the mobile learning approach becomes feasible. The digital era has initiated significant transformations across various facets of contemporary life, with education being no exception. However, a persistent challenge lies in identifying suitable digital learning platforms and tools to effectively engage students in learning at their own pace, particularly in disciplines such as chemistry at Matriculation College. Chemistry, being a highly complex subject, demands abstract thinking and diverse problem-solving approaches. Computational Thinking (CT) emerges as a potential problem-solving technique in 21st-century learning that is applicable in teaching and learning chemistry. These skills are considered essential for enhancing the digital technology innovation capacity and should be nurtured among students. Therefore, the purpose of this study is to assess the current teaching and learning methods in chemistry and determine the necessity for a mobile learning application that introduces CT as a problem-solving technique among matriculation college students studying chemistry. Findings reveal that lecturers mainly use conventional teaching methods, incorporating blended learning through platforms such as YouTube for video lectures and the distribution of notes through messaging apps like WhatsApp and Telegram platforms. Notably, there is no standardized technique employed by lecturers in teaching chemistry problem-solving. However, all of them acknowledge the potential of mobile learning applications that integrate CT to effectively engage students in developing problem-solving skills, particularly in the context of solving stoichiometric problems.

Optimized multifidelity machine learning for quantum chemistry

Machine learning (ML) provides access to fast and accurate quantum chemistry (QC) calculations for various properties of interest such as excitation energies. It is often the case that high accuracy in prediction using a ML model, demands a large and costly training set. Various solutions and procedures have been presented to reduce this cost. These include methods such as Δ-ML, hierarchical-ML, and multifidelity machine learning (MFML). MFML combines various Δ-ML like sub-models for various fidelities according to a fixed scheme derived from the sparse grid combination technique. In this work we implement an optimization procedure to combine multifidelity models in a flexible scheme resulting in optimized MFML (o-MFML) that provides superior prediction capabilities. This hyperparameter optimization is carried out on a holdout validation set of the property of interest. This work benchmarks the o-MFML method in predicting the atomization energies on the QM7b dataset, and again in the prediction of excitation energies for three molecules of growing size. The results indicate that o-MFML is a strong methodological improvement over MFML and provides lower error of prediction. Even in cases of poor data distributions and lack of clear hierarchies among the fidelities, which were previously identified as issues for multifidelity methods, the o-MFML is advantageous for the prediction of quantum chemical properties.

Fostering Engagement and Learning Outcomes: A Comparative Analysis of Ethnochemical and STEM-based Pedagogies for Chemistry Learning in Vocational High Schools

Fostering Engagement and Learning Outcomes: A Comparative Analysis of Ethnochemical and STEM-based Pedagogies for Chemistry Learning in Vocational High Schools

Exploration of Local Wisdom of West Borneo in Chemistry Learning for Cultivating National Character

Kearifan lokal di Kalimantan Barat memiliki potensi besar untuk diintegrasikan dalam pembelajaran kimia. Dalam mengimplementasikan kearifan lokal pada pembelajaran kimia, diperlukannya pemahaman mengenai nilai-nilai budaya lokal yang berkaitan dengan ilmu kimia. Tujuan dari penelitian ini ialah untuk mengeksplorasi kearifan lokal Kalimantan Barat yang dapat diterapkan dalam pembelajaran kimia serta diharapkan dapat memberikan dorongan bagi pendidik kimia dalam mengimplementasikan kearifan lokal yang dituang pada rancangan pembelajarannya. Metode yang digunakan ialah deskripsi kualitatif dengan jenis penelitian literature review. Hasil penelitian diperoleh bahwa Kalimantan Barat memiliki kearifan lokal yang dapat diintegrasikan dalam pembelajaran kimia seperti penggunaan tanaman sebagai zat pewarna, obat tradisional, makanan tradisional, maupun budaya meriam karbit. Penanaman karakter dan nilai-nilai budaya lingkungan sekitar sebagai penguatan profil pelajar Pancasila melalui pengintegrasian nilai-nilai kearifan lokal merupakan langkah yang tepat.

Development of Chemistry Learning Media based on Joyful Learning with Snakes and Ladders Game on Stoichiometry material to Improve Student Learning Outcomes

This research aims to obtain chemistry learning media based on joyful learning with the snakes and ladders game on stoichiometric material that is suitable for use to improve student learning outcomes based on the validity, practicality and effectiveness of the game. The research method used is the research development (R&D) method with the 4D model by Tigharajan which consists of 4 main stages, define, design, develop and disseminate. However, the development of Joyful Learing-based Chemistry Learning Media with the Snakes and Ladders game has only reached the development stage. The research was carried out at Surabaya State University and SMA Negeri 1 Menganti Gresik. Test the game media using the One Group Pretest-Posttest Design system. Validity is obtained from the assessment of the stoichiometric snake and ladder game media by the validator. Practicality is obtained from the results of observing student activities, observing the implementation of learning activities, and student response questionnaires. Effectiveness is obtained from student learning outcomes. The results of the research show that chemistry learning media based on joyful learning with the snakes and ladders game on stoichiometric material is suitable for improving student learning outcomes with a feasibility score of ≥ 4 in the feasible to very feasible category. The practicality of chemistry learning media based on joyful learning with the snakes and ladders game on stoichiometric material to improve student learning outcomes is said to be suitable for use in terms of the results of observations of student activities which obtained a percentage of 96.81%, the results of observations of learning implementation obtained a percentage of 93.98%, and Student responses obtained a percentage of 91.52%. Then, the effectiveness of chemistry learning media based on joyful learning with the snakes and ladders game on stoichiometry material to improve student learning outcomes which was developed in terms of pretest and posttest scores was declared effective. This is shown by the N-gain score of all students being in the medium to high category and meeting the KKM value, with an average N-gain value of 0.79 with high criteria. This shows that the stoichiometric snakes and ladders game is declared suitable for use as a chemistry learning medium based on joyful learning on stoichiometric material to improve student learning outcomes.

Need Analysis for Development (E-Module) of Analytical Chemistry Integrated with Environmental Analysis Research Results

The current condition is still limited to analytical chemistry teaching materials that are integrated with research results, only using Analytical Chemistry textbooks as teaching materials or in the form of e-books. This is one of the causes of the lack of student interest in participating in the teaching and learning process. The purpose of this research is to produce innovative teaching materials in analytical chemistry based on research results, aiming to enhance students' interest in learning.This research is the initial stage as a basis for developing analytical chemistry e-modules integrated with research results. The development model used is ADDIE which consists of five stages, namely Analysis, Design, Development, Implementation and Evaluation. This research is limited to the needs analysis stage which includes RPS analysis, analysis of problems and needs of lecturers and problems and needs of students. Data collection instruments used interviews and questionnaires. The subjects of this study consisted of 6 Analytical Chemistry lecturers and 59 students from Riau Province, Riau Islands, North Sumatra, and West Java. The research results of this preliminary analysis include RPS analysis where there are 10 topics of study material and based on the needs questionnaire the topic of quantitative analysis is the topic with the highest percentage to be developed into an e-module. Then also obtained the results that there are still some shortcomings with the teaching materials used today, so that 98% of lecturers and students stated that they need the development of teaching materials, especially those that are digital-based and can be integrated with research results which are evidence of the implementation of analytical chemistry learning theory.

Development of Acid-Base Titration Practicum Guide Using Natural Indicators of Butterfly Pea Flowers

Sustainable Development Goals (SDGs) need to be implemented to create environmentally friendly chemistry learning. This can be done in an acid-base titration experiment using natural indicators of butterfly pea flowers. This research aims to produce a practicum guide for acid-base titrations using natural indicators of butterfly pea flowers that are valid and practicum. The research design uses the ADDIE research design, namely Analysis, Design, Development, Implementation, and Evaluation. The research results showed that butterfly pea flowers can be used as a natural indicator for acid-base titrations with color changes from pink (acidic condition) to blue (basic condition). The resulting learning media is a practicum guide which has a validity of 92% (very valid) and a practicality level of 88.75% (very practical). This data was analyzed using qualitative and quantitative analysis. The practicum guide developed is valid and practical to use as a practicum learning media in schools.

Chemsitry Learning Outcomes of 11th Grade Science Students at SMAN 1 Rasau Jaya

This study discusses the ineffective chemistry learning process resulting in poor grades at State Senior High School (SMAN) 1 Rasau Jaya, students tend to receive information from the teacher without constructing their own knowledge, so students have difficulty in constructing the material obtained from the teacher. The purpose of this study is to describe the learning outcomes of students in 11th Grade Science Class odd semester in chemistry subjects at SMAN 1 Rasau Jaya. The form of research used in this research is descriptive research, and the type of research is a case study. Case study is one of qualitative research, in which researchers conduct in-depth exploration of programs, events, processes, activities, for one or more people. The subjects of this study were students of 11th Grade Science Class at SMAN 1 Rasau Jaya in the 2019/2020 school year who took the odd semester general test, totaling 93 students. The research process includes three stages, namely the preparation stage, the implementation stage, and the final stage. The data collection tool used is the odd semester general test score. Results and Discussion regarding Indicator 1: List the general formula of alkane, alkene and alkyne compounds, Indicator 2: Mention the law of conservation of energy, Indicator 3: Determine the number of moles from the results of the experiment, Indicator 4: Determine the value of the equilibrium constant Kc based on the reaction. The results of the general test conducted on 11th Grade students of SMAN 1 Rasau Jaya can be concluded that the learning outcomes of students in the class are not adequate.

Evaluation of Differentiated Learning in Chemistry by Using the CIPP Evaluation Model

Differentiated learning is important in the world of education, because of the diversity of students’ learning methods and students’ different knowledge backgrounds. The aim of this research is that differentiated learning in chemistry material and the teaching and learning process can run effectively and efficiently. Differentiated learning can eliminate students’ fear of material they don’t like, especially chemistry. This research is qualitative research, to see the effectiveness of differentiated learning, the CIPP research model is used. This CIPP model includes context, input, process and product, so it is said to be more comprehensive than other evaluation models. The research data sources are Chemistry Teachers, curriculum representatives, and students at three high schools in Jakarta. Primary data was collected using observation instruments while secondary data was obtained through questionnaires and interviews. The research results show that what happens in the field is that not all teachers apply differentiated learning during the teaching and learning process in the classroom. Through differentiated learning, students tend to be more active and enthusiastic about learning because classroom learning is carried out according to each student’s interests, readiness, and learning style. So, learning activities with a differentiation system are stated to be quite effective

Survei Analisis Kebutuhan Pengembangan Lembar Kerja Peserta Didik Berbasis Socio Scientific Issues pada Materi Asam Basa

Socio Scientific Issues (SSI) is an approach that can be used to stimulate students' critical thinking in science learning, especially chemistry learning. This approach can be integrated in the students’ worksheet to help students to think critically and achieve learning objectives. The purpose of this study was to determine the responses of chemistry teachers and students of twelve grade secondary school based on the needs analysis of the development of Socio Scientific Issues on Acid-Base topic. The research method used was a survey method using a questionnaire research instrument. This research instrument is filled in through a google form containing several questions or written statements that must be answered by the respondent. The subject of the research were chemistry teachers and XII grade high school students. The results showed that most teachers and students were not familiar with the socio-scientific issue approach in chemistry learning. However, most teachers and students agree to the development of students’ worksheet on Acid-Base topic that supports to stimulate critical thinking skills and meaningful chemistry learning.

Pengembangan LKPD Elektronik Berbasis Problem Based Learning pada Materi Elektrokimia

Learning resources that are often used in learning only use limited print media and do not attract students' motivation, scientific attitude, and learning independence. For this reason, the right learning media is needed to improve it through electronic student worksheet media. This study aims to produce electronic student worksheet based on Problem-based Learning (PBL) on electrochemical material that is suitable for use in learning chemistry, determine characteristics, analyze practicality based on the assessment of high school chemistry teachers, and analyze responses and readability based on the assessment of high school students. This research used the Research and Development (R&D) research method with the 4D development model. The electronic student worksheet contains 4 learning activities and is equipped with pictures, audio, video, and declared feasible by chemistry learning experts. The results of the practicality test assessment by chemistry teachers obtained an average score of 94.4 out of a maximum score of 105 and an ideal percentage of 89.90% which is included in the ‘Very Good’ category. The results of the response test assessment and readability by students obtained an average score of 52.2 from a maximum score of 60, an ideal percentage of 87.50% which is included in the ‘Very Good’ category