Chemistry Learning Research Articles

DEVELOPMENT OF INSTAGRAM-BASED LEARNING MEDIA TO INCREASE STUDENTS LEARNING INTEREST IN ACID-BASE MATERIALS

This study aims to determine the feasibility of Instagram-based chemistry learning media and the results of increasing student interest in learning acid-base material in everyday life with a multi-representation approach. The method used in this study is the ADDIE research and development model (Analysis, Design, Development, Implementation, and Evaluation). The research population is SMAN 3 Sidoarjo students, with the sample used being 89 students who carry out learning using Instagram in acid-base material in everyday life. Quantitative data was obtained from material and media validation results, as well as an analysis of student interest in learning before and after using the media. Qualitative data were obtained by analyzing descriptive questions of student learning interest in chemistry questionnaires. The results of the research on developing Instagram-based chemistry learning media on acid-base materials in everyday life with a multi-representation approach were obtained: 1) the feasibility of learning media developed based on the results of the assessment of materials and media by expert validators was included in the very feasible category; 2) the increase in students' learning motivation is in the medium category with a standard gain value of 0.40.

APPLICATION OF ENVIRONMENTALLY BASED EXPERIMENTAL METHODS TO IMPROVE LEARNING OUTCOMES IN ACID-BASE SOLUTION

Based on the data obtained, the chemistry learning process still uses lecture and question-and-answer methods. Because of that the students are less active and the learning atmosphere is less enjoyable. It showed that there are still many students who are not happy when starting to learn. Students play around in learning activities; they experience difficulties and obstacles in learning, and do not understand the material presented by the teacher. The aim of this research was to determine whether environmental-based experimental methods can improve student learning outcomes in acid-based solution material in class VII of SMPN.2 Alafan, Simeulue Regency. This research method is descriptive-qualitative, which uses direct observation data on the classroom learning process. The research subjects were 19 students, consisting of 9 males and 10 females. The test was given in the form of multiple-choice questions with 20 questions. The research results showed that the completeness of student learning outcomes was 94.74%. This shows the results of learning using environmental-based experimental methods, especially on acid-based solution material.

Enhancing secondary school students’ engagement in chemistry through 7E context-based instructional strategy supported with simulation

Now days, the level of students’ engagement in secondary school chemistry is low. The aim of this study was then to enhance student chemistry engagement through simulation-integrated 7E context-based instructional strategy and compared its efficacy with 7E context-based instructional strategy, simulation-integrated conventional teaching approach, and conventional teaching approach. For the quantitative part, 15-item chemistry engagement scale was utilized to collect data from 229 grade 10 students as part of a quasi-experimental pre-/post-test non-equivalent control group design. Both descriptive and inferential statistics were utilized. Semi-structured interviews were used to collect qualitative data. The study’s findings revealed that, when compared to the other instructional strategies, the simulation-integrated 7E context-based instructional strategy was the most successful at raising students’ overall engagement and its dimensions. This study implies that implementing a simulation-integrated 7E context-based instructional strategy can boost students’ overall and individual levels of engagement in chemistry. Thus, to enhance chemistry learning, teachers may progressively move from the conventional approach to the use of simulation-integrated 7E context-based approach over the other strategies.

Empowering educators through STEM and local wisdom-infused learning with lesson study at SMAIT Al-Fityan Kubu Raya

Science, Technology, Engineering, and Mathematics (STEM) is an approach to learning in schools, including SMAIT Al-Fityan Kubu Raya. However, the school faces challenges in implementing STEM due to a lack of understanding and experience among teachers and the utilization of local wisdom. This community service program aims to assist SMAIT Al-Fityan Kubu Raya in designing STEM-based learning by integrating local wisdom through lesson study. The method used consists of four stages: 1) preparation, 2) socialization, 3) training and guidance for implementation, and 4) monitoring and evaluation. The results obtained from this program indicate that: 1) 92% consider STEM as something new, 2) 80% find the material easy to understand, 3) 75% believe there is suitability and interest among teachers in applying local wisdom-based STEM, and 4) 67% of teachers feel they are not yet able to implement STEM in their teaching. Participant understanding levels fall into the very good category with an N-Gain of 0.83. Therefore, the lesson study approach can enhance teachers' skills in designing and implementing chemistry learning by integrating STEM with local wisdom from West Kalimantan.

The Impact of the PBL Models Helping iSpring Presenters on Student HOTS Literacy on Reaction Rate

Science literacy in social life is a very important competence for students as it relates to their ability to link problems in science with their perspective as citizens. One of the logical consequences of the need for teacher professionalism in the presentation of chemistry learning is the teacher's ability to create the right learning strategies that fit the problems facing today's education world. The transfer of old learning methods to new ones is one way to solve the problem. The aim of this study is to find out whether the increase in HOTS literacy occurs when the PBL model is integrated with the iSpring Presenter media on the Reaction Speed material in class XI SMA. The research will also explain the most evolving HOTS element of literacy. This study is a Quantitative Descriptive Study using experimental methods with One-Group Pretest-Posttest Design. The results of the study showed that the literacy ability of HOTS students improved through learning with the PBL model with iSPring Presenter media, this was demonstrated through the t test obtained thitung values > tables (10,55 > 2,032245) with N-gain values of 0.7639 (76.39%).

A Digital Instructional Book: A Tool For Improving Students' Learning Outcomes on the Redox Reaction

The rapid development of information and communication technology demands the production of digital products. This study aims to produce a digital instructional book based on Balinese local cultures to enhance the learning outcomes of high school students. The development of this book used the ADDIE model. The analysis phase included an analysis of the chemistry curriculum, teachers’ and students’ opinions about digital books, digital learning, and Balinese local cultures related to the chemistry content. The design phase included creating a framework and preparing a digital instructional book based on Balinese local cultures. The development phase included validation by content, language, and media experts. The implementation phase included testing the practicality and effectiveness of the book. The evaluation phase was carried out at all phases of the ADDIE model. The characteristics of this book were that it was made in a digital form and integrated with local Balinese cultures. It met the criteria of being a very valid category based on content, language, and media aspects. It also met a practical and effective category to improve students’ learning outcomes. It is very useful to enhance chemistry learning outcomes in the era of the Industrial Revolution 4.0.

Does Ethnoscience Based Problem Based Learning Model Improve Student’s Creative Thinking Skill in Chemistry Learning? Meta-analysis

Many studies on ethnoscience-based problem-based learning models have an impact on students' thinking skills. The purpose of this study is to determine the effectiveness of ethnoscience-based problem-based learning to improve students' creative thinking skills in chemistry learning. This study used a meta-analysis method. Data in the study was obtained through the databases ERIC, Reseearcgate, ScienceDirect and google scholar. The criteria for data eligibility are 1) publications must be indexed by SINTA, Scopus and Google Scholar, 2) research related to ethnoscience-based problem-based learning models, 3) research published in 2018-2023, and 4) research must have complete data to calculate the value of effect size. Statistical analysis with the help of JASP application version 0.8.5. The results of the effect size analysis of the study with the random effect model showed a significant influence of ethnoscience-based problem-based learning models to improve students' creative thinking skills (z = 7,189; p < 0.001; 95% CI [0.816; 1.345]). Furthermore, the influence of ethnoscience-based problem-based learning models on creative thinking skills in strong criteria (rRE = 0.944). This research provides important information for applying ethnoscience-based problem-based learning models in schools

Guided Inquiry Learning Model in Chemistry Education: A Systematic Review

The abstractness of chemical concepts can be understood easily through learning chemistry using guided inquiry. This article uses the Systematic Literature Review (SLR) method to review eleven articles published from 2018 to 2023. Articles were systematically obtained from the online article databases ERIC, Scopus, and Google Schloar. The purpose of the review is to provide information to teachers and researchers in the field of chemistry education about the definition of guided inquiry models, the effect of guided inquiry models on chemistry learning outcomes, and how to apply guided inquiry models/strategies in chemistry learning. The review results show that the definition of various guided inquiry models involves students into a problem and confronts students with an investigation, and directs students to solve the problem of the problem. The effects of guided inquiry models on chemistry learning outcomes include improving metacognition, concept understanding, critical thinking skills, science process skills, learning outcomes, and creative thinking skills. Various chemistry learning models have also been applied in several learning models or strategies such as Guided Inquiry, Guided Inquiry-Based on Blended Learning, Flipped Classroom Based on Guided Inquiry Learning, Guided Inquiry Model Integrated with STEM, Guided Inquiry and Task Hierarchy Analysis Model in Cooperative Learning Strategy

Systematic Literature Review of Chemistry Learning to Improve Students’ Creative Thinking Skills

The purpose of this study is to discuss novel approaches to teaching chemistry that enhance students' creative thinking skills (CTSs), as well as the kinds of research that are conducted and the tools that are used to measure CTSs. . This research use the PRISMA paradigm in conjunction with a systematic literature review approach. This method was employed by searching for Google Scholar. The analysis results of eight relevant journals and proceeding articles show five articles discussing the implementation of chemistry learning strategies to improve students’ CTSs, with the distribution as follows: problem-based learning-scaffolding, STEAM-PjBL, case-based Learning, STMCpE textbooks based on chemo-entrepreneurship, and students’ worksheet with the mind mapping strategy which amounts to 20.00% each. The types of research used were experimental methods (37.50%), research and developmental methods (12.50%), survey research (12.50%), ex post facto research (12.50%), and qualitative research (descriptive approach) (25.00%). Instruments for measuring CTSs are in the form of a CTS test with indicators developed by Torrance (75.00%), non-test (interview and observation) (12.50%), and unclear instrument (12.50%).

Inquiry-Based Chemistry Education Activities in a Non-formal Educational Setting for Gifted Students

Student giftedness is a complex, developmentally dynamic and contextual phenomenon that teachers confront every day. In the classroom, teachers often meet students who have exceptional potential or achieve very high learning goals. The aim of this study is to illustrate the evaluation of inquiry-based learning activities in a specific context (Diversity in Science towards Social Inclusion learning modules) implemented in a non-formal educational setting for gifted students in relation to their level of individual interest and their autonomous and controlled motivation, comparing different groups of students. We investigate how these activities affect the students’ attitudes towards inquiry-based learning, their situational interest and their interest in science careers. A total of 264 Slovenian lower secondary school students participated in the study. The students participated in non-adapted and adapted activities based on the inquiry-based learning approach. The data were collected using pre- and post-activity questionnaires. Participation in the study, which took place in the period between the 2021/22 and the 2022/23 school years, was voluntary. The data was collected anonymously and used for research purposes only. The results show several statistically significant differences in how students’ level of individual interest, autonomous motivation and controlled motivation for learning chemistry affects their attitudes towards inquiry-based learning, their situational interest in Diversity in Science towards Social Inclusion activities and their interest in science careers. For the gifted and non-gifted students who participated in “Forensics Science” lab activities before and after the adaptations to the modules, the results related to their attitudes towards inquiry-based learning and situational interest are also reported. Thus, the results of the study provide useful insights for researchers in the field of chemistry education as well as for chemistry teachers in lower and upper secondary schools. The presented study is a good example of best practices that chemistry teachers can apply in teaching chemistry, thus enabling all students, not only the gifted ones, to learn chemistry using the inquiry-based learning approach.

Misconceptions of Intermolecular Forces in General Chemistry Courses

The misconception is the most topic in chemistry learning that is important to analyze. There are many advantages for lecturers and students to know about misconceptions. This research aims to describe misconceptions in general chemistry courses, especially intermolecular forces (IMFs) topic. The two-tier multiple-choice tests have played an important role in helping researchers determine students’ level of understanding and in identifying specific misconceptions. The project used a convenience sample of 88 students (76 female and 12 male) chemistry education program that studied IMFs as participants. Misconception knew from the test’s second tier, which is the student’s reason for the answer. Surprisingly, 29 misconceptions were acquired from the test about IMFs concepts. This needs to be a special concern for lecturers of basic chemistry courses in order to evaluate the learning process that has been carried out. Students misconceptions in basic chemistry courses will have an impact on organic chemistry courses because the concept of intermolecular forces will be studied in depth in organic chemistry courses. The success of students in organic chemistry courses is highly dependent on the initial knowledge of students, especially in basic chemistry courses

Does the Discovery Learning Model Based on Local Wisdom Improve Students' Critical Thinking Skills in Chemistry Learning? Meta-Analysis

The industrial revolution 4.0 has a positive influence on students' critical thinking skills through the discovery learning model. However, whether the discovery learning model based on local wisdom can improve students' critical thinking skills in chemistry learning that does not yet have a uniform conclusion. This study aims to determine whether the discovery learning model based on local wisdom can improve students' critical thinking skills in chemistry learning. This type of research is a meta-analysis. Data was collected through ScienceDirect, Speinger Journal, Researchgate, Mendeley and ERIC. The data entered must meet the eligibility criteria, namely Research must be experimental or quasi-experimental, research comes from SINTA and Scopus indexed journals, Research related to discovery learning models based on local wisdom on students' critical thinking skills in chemistry learning, Research published in 2020-2024, research has complete data to calculate effect size values, and sample size (N) ≥ 25 students. Statistical analysis with the help of JASP. The results of the analysis of 24 studies explained From this meta-analysis research, it can be concluded that there is a significant influence of discovery learing models based on local wisdom on students' critical thinking skills (z = 11.44; p < 0.001). This effect is included in the very high criterion (rRE = 1.291). These findings explain that the discovery learning model based on local wisdom is effective in improving students' critical thinking skills in science learning with a CI of 95% ([1.06; 1.51).

Does the Integrated Discovery Learning STEM Model Improve Students' Problem Solving Skills in Chemistry Learning? Meta-Analysis Study

The industrial revolution 4.0 has a significant impact on chemistry learning. Learning chemistry leads students to have problem-solving thinking skills in learning. There are many studies on STEM-integrated discovery learning models, but no overall effect size has been found from previous studies. This study aims to determine the effect of the size of the STEM-integrated discovery learning model on students' problem-solving skills. This type of research is quantitative research with a meta-analysis approach. The samples came from analyses of national and international journals. Inclusion criteria are publications derived from journals or proceedings indexed by SINTA and Scopus, experimental or quasi-experimental method research, research published in 2021-2024, research must be relevant, data search through google scholar, Springer, Hindawi, ScienceDirect and ERIC databases and Researchgate, research must have complete data to calculate effect size, and a sample size of ≥ 20 students. data analysis through JASP application. The results of the study concluded from the analysis of 19 heterogeneous and normally distributed journals explained the significant effect of the STEM-integrated discovery learning model on students' problem-solving skills (p < 0.001; rRE = 0.940) with high criteria.

Game-based learning in metaverse: Virtual chemistry classroom for chemical bonding for remote education

AbstractVirtual classrooms based on the metaverse or virtual reality are useful and effective for imparting basic chemistry concepts. Interactive and immersive environments can effectively teach fundamental chemistry concepts, such as chemical bonding and formulas, thereby making these otherwise abstract and intangible ideas more accessible and understandable. With the outbreak of Covid-19, e-learning platforms have also been developed for chemistry education. However, these platforms are unable to make learning chemistry interactive and enjoyable. Therefore, there is a need to motivate students to learn basic chemistry concepts in an immersive and interactive environment. In this paper, we propose an immersive virtual reality-based Virtual Chemistry Classroom for Chemical Bonding (VC3B) to facilitate the learning of chemical bonding and formulas through a game-based learning approach. It includes two different games for learning chemical bonding and formulas. In the first game, molecule construction, students reconstruct the structure of molecules by rearranging the atoms in order to learn about chemical bonding. In the second game, chemical formula, students compose the chemical formula of a given compound to help them memorize chemical formulas. The study, conducted on 90 middle school students, employed a randomized controlled study design, dividing participants into three groups. Each group learned about chemical bonding and formulas through three different mediums. After conducting the experiment, the students were given a questionnaire to evaluate the usability of VC3B. The results of the study were positive, with participants finding the VC3B to be more interactive than traditional book and online lecture methods. Participants were also motivated to learn and enhance their knowledge of chemistry.

Kajian Literatur Pemanfaatan Teknologi Artificial Intelligence untuk Meningkatkan Keterampilan Abad 21 Siswa dalam Pembelajaran Kimia

Current technological developments provide many changes, especially in the field of education. The development of technology requires humans to be able to adapt to life in this era. One of them is by utilizing artificial intelligence (AI) in chemistry learning to open the way to a new era in chemistry education. Literature review was carried out using the narrative literature review method to identify the role of AI in chemistry learning in improving 21st century skills. The application of AI in chemistry learning not only has a positive impact on 21st century skills, but also changes the way students interact with chemistry concepts and opens up new opportunities for students to understand chemistry concepts in more depth through enhanced learning media, interactive simulations, and predictions accurate. The application of AI has been widely applied in chemistry learning and has shown positive results in improving 21st century skills.

KIMI.AR Application for Easier and Interactive Chemistry Learning

Chemistry is a crucial subject since it covers the structure and makeup of the world around us. However, chemistry is frequently cited as a subject that students dislike. Most secondary school pupils believe that chemistry is difficult, uninteresting, and unimportant. Therefore, an improvement in learning technic is needed. An application called KIMI.AR was created in this research. KIMI.AR is a learning media in the form of a mobile-based augmented reality application regarding elements and the formation of chemical reactions that are expected to solve high school students' problems in the chemistry learning process. What makes the KIMI.AR application better than other chemistry learning applications is the focus on the displayed material according to the user's level and displaying descriptions in addition to 3D visualization that students can access through their respective Android devices. So, through the KIMI.AR application, learning chemistry becomes easier and more interesting.

Abstract 1268: Immune activation characterization via amino acid concentration signatures for multi-cancer early detection and CDKi treatment response prediction

Abstract Early detection of cancer can increase survival rates by 5-10 times. In the US, a significant portion of cancers are still detected at a late stage, for example, 32.1% of breast cancer, 45.5% of lung cancer, 22.8% of colon cancer patients were diagnosed at advanced stage. Early detection is challenging because many cancers are asymptomatic in early stages, although cancer screening can detect cancer before symptoms emerge. Current standard-of-care screening programs are limited and directed to single types of cancer. Non-invasive multi-cancer early detection (MCED) is urgently needed because it can screen for several cancer types with a single blood test, increasing cancer screening coverage while avoiding cumulative false positive rates. Developmental MCED approaches usually rely on detection of circulating tumor DNA (ctDNA) released from tumors. However, ctDNA signals scale with tumor burden limiting sensitivity and specificity, particularly for early-stage cancers, while also limiting applicability to precision oncology. Here we report a MCED approach with superior sensitivity and specificity, which can also be used to predict treatment response. We introduce a novel strategy for detecting cancers from blood plasma, profiling the immune response to disease development rather than relying on detection of emerging diseased tissue. The platform is designed to detect alterations in the ratio of immunoglobulins and albumin, as well as class-switching among immunoglobulins, by measuring the overall concentration of amino acid residues incorporated into proteins in patient plasma. By using our biorthogonal chemistry labeling tool, we were able to measure and characterize amino acid concentration signatures (AACS) within the neat blood samples, including cysteine, free cysteine, lysine, tryptophan and tyrosine, which allowed us to observe distinct signatures for varying cancers including breast, prostate, colorectal and pancreatic cancers. We could identify 84% of cancers with <0.5% false positive rate (N=93). In this study, cancer AACS signatures were distinct from signatures measured with non-cancerous immune activation, including autoimmune diseases and infection. Moreover, AACS was also correlated to clinical features, such as cancer metastatic statuses and therapy response. With Cyclin-dependent Kinase 4/6 Inhibitors-treated advanced breast cancer patients as an example, we achieved 100% correct prediction of responding patients and 91.7% accurate predictions of non-responding patients by using AACS in treatment-naïve samples. Altogether, the novel AACS approach is a powerful combination of bioorthogonal chemistry and machine learning analysis in clinical practice, and it can be potentially used for cancer screening and support clinical decisions for treatment selection and patient stratification in new indications. Citation Format: Cong Tang, Patrícia Corredeira, Sandra Casimiro, Wesley Sukdao, Luís Costa, Emma Yates, Gonçalo Bernardes. Immune activation characterization via amino acid concentration signatures for multi-cancer early detection and CDKi treatment response prediction [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2024; Part 1 (Regular Abstracts); 2024 Apr 5-10; San Diego, CA. Philadelphia (PA): AACR; Cancer Res 2024;84(6_Suppl):Abstract nr 1268.

Influence of the use of 3D printing technology for teaching chemistry in STEM disciplines

AbstractTeachers can create engaging learning environments in engineering courses through pedagogical innovation using Information and Communication Technologies (ICT). Introductory chemistry courses in Science, Technology, Engineering and Mathematics (STEM) disciplines typically include the study of molecular models and periodic properties, which are inherently visual concepts. Unfortunately, these concepts are often taught using two‐dimensional drawings, although three‐dimensional (3D) printing offers an engaging approach to learning chemistry in these disciplines. Undergraduate engineering students are provided with modelling software and a 3D printer, allowing them to construct 3D models of basic Valence Shell Electron Pair Repulsion theory shapes using polylactic acid. The results of this research showed that the average score of the students in the control group was lower than that of the students in the 3D technology group. This research has found that the learning curve for modelling and the time required for printing are high, limiting the practical application of this exercise in student laboratory classes. However, in an appropriate environment, 3D printing technology has the potential to be a valuable tool for teaching and learning molecular models and periodic properties of chemistry courses in STEM disciplines.

Learning Outcomes of the Inquiry-in-Action Model for Chemistry Experimentation

There is overwhelming evidence supporting the decline of science education in Liberia. In an effort to contribute to the solution, we conducted a study to examine the impact of inquiry-based experimentation and conventional demonstration on the conceptual understanding of solutions and solubility among grade eleven students. We also investigated the relationship between students' achievement scores in solutions and solubility and their science inquiry process skills. A cluster random sample of eight schools was initially selected from 12 out of 31 high schools that had the necessary space and materials for experimentation. Using a Non-equivalent control group research design, the experimental group received instruction using inquiry-based experimentation, while the control group received instruction using traditional demonstration methods, for a period of six weeks. The results were analyzed using the Mann-Whitney U, and Wilcoxon Signed Rank tests. The findings indicated that inquiry-based experimentation reduced students' anxiety and increased their confidence in chemistry experiments. Although the inquiry-in-action model enhanced learners' conceptual understanding of solutions and solubility, it did not significantly improve their mastery of the mathematical components of the test. However, it did significantly enhance students' science inquiry process skills. It should be noted that while the inquiry-in-action model positively influenced learners' attitudes toward their preferences, behavior, and anxieties in chemistry experiments, it also led to a general demotivation to learn chemistry through experimentation. Additionally, there was a positive correlation between students' attitudes toward teaching and learning chemistry through experiments and their science inquiry process skills. However, this correlation was stronger between students' attitudes towards the demonstration of experiments and their science inquiry process skills compared to the attitudes towards the inquiry-in-action model and science inquiry process skills. This suggests that the traditional demonstration method is not entirely ineffective, and a combination of both demonstration and inquiry-based experimentation approaches may be a viable way to maximize the benefits of science experiments.

PROTACable Is an Integrative Computational Pipeline of 3-D Modeling and Deep Learning To Automate the De Novo Design of PROTACs.

Proteolysis-targeting chimeras (PROTACs) that engage two biological targets at once are a promising technology in degrading clinically relevant protein targets. Since factors that influence the biological activities of PROTACs are more complex than those of a small molecule drug, we explored a combination of computational chemistry and deep learning strategies to forecast PROTAC activity and enable automated design. A new method named PROTACable was developed for the de novo design of PROTACs, which includes a robust 3-D modeling workflow to model PROTAC ternary complexes using a library of E3 ligase and linker and an SE(3)-equivariant graph transformer network to predict the activity of newly designed PROTACs. PROTACable is available at https://github.com/giaguaro/PROTACable/.