Chemistry Learning Research Articles

Upaya Meningkatkan Minat Belajar Kimia Peserta Didik Melalui Kemampuan Kreatif Dan Inovatif Pendidik

The Merdeka Curriculum focuses on basic material, character development and competency. The independent curriculum provides the opportunity for classes XI and XII to choose subjects according to their preferred interests. Based on interviews and observations conducted at SMAN 14 Semarang, it is known that chemistry is the least popular subject because it is the first subject with the lowest number of voters. Therefore, efforts that can increase student interest need to be made. The aim of this research is to conduct an analysis of the efforts made to increase students' interest in learning chemistry. The method used in this research is descriptive qualitative. The research results show that innovative and creative teachers have an impact on students' interest in learning chemistry. innovative and creative teachers can use various creative ideas in learning, such as choosing learning approaches, learning media, and creating a pleasant classroom atmosphere.

Teachers’ perceptions towards practical work in chemistry teaching: A case of selected high schools in South Africa

This study examines how physical sciences teachers in South African high schools perceive the use of practical work in chemistry instruction. The study is grounded in the framework of social constructivism. Qualitative research methods, including semi-structured interviews and classroom observations, were employed to gather insights from a purposively selected sample of four high school chemistry teachers, each from a different high school. The aim was to explore their perspectives on the incorporation of practical work in chemistry teaching. Thematic analysis of the data revealed a range of insights into teachers' perceptions. The findings indicate that teachers recognise the value of practical work in engaging students and reinforcing theoretical knowledge. However, they also face several challenges that hinder its effective implementation, such as inadequate laboratory facilities, limited access to resources, time constraints, and insufficient teacher training. Despite these obstacles, teachers demonstrate a strong commitment to integrating practical work into their teaching and employ innovative strategies to overcome these barriers. They highlight the need for increased support from educational authorities in terms of resource provision, professional development opportunities, and curriculum alignment. The study provides recommendations for educational policymakers, curriculum developers, and teacher training institutions to address these perceived challenges and enhance the quality of chemistry teaching and learning in South African high schools.

Exploration of Teacher Perspectives on the Integration of Sustainable Development Goals and Systems Thinking in Chemistry Learning

Exploration of Teacher Perspectives on the Integration of Sustainable Development Goals and Systems Thinking in Chemistry Learning

Application of Two-Tier Multiple Choice Assessment Equipped with Certainty of Response Index as a Misconception Diagnosis Instrument in Chemistry Learning

Application of Two-Tier Multiple Choice Assessment Equipped with Certainty of Response Index as a Misconception Diagnosis Instrument in Chemistry Learning

Deep Learning for Green Chemistry: An AI-Enabled Pathway for Biodegradability Prediction and Organic Material Discovery

Deep Learning for Green Chemistry: An AI-Enabled Pathway for Biodegradability Prediction and Organic Material Discovery

QupKake: Integrating Machine Learning and Quantum Chemistry for Micro-pKa Predictions.

Accurate prediction of micro-pKa values is crucial for understanding and modulating the acidity and basicity of organic molecules, with applications in drug discovery, materials science, and environmental chemistry. This work introduces QupKake, a novel method that combines graph neural network models with semiempirical quantum mechanical (QM) features to achieve exceptional accuracy and generalization in micro-pKa prediction. QupKake outperforms state-of-the-art models on a variety of benchmark data sets, with root-mean-square errors between 0.5 and 0.8 pKa units on five external test sets. Feature importance analysis reveals the crucial role of QM features in both the reaction site enumeration and micro-pKa prediction models. QupKake represents a significant advancement in micro-pKa prediction, offering a powerful tool for various applications in chemistry and beyond.

Development of Student Activity Sheets with a Scientific Approach on Hydrocarbons and Petroleum Topics

This study aims to determine the validity and practicality of student activity sheets with a scientific approach to hydrocarbon and petroleum materials for class XI High School that have been developed. This type of research is a research and development R&D (Research and Development) 4D model offered by Thiagarajan which consists of four stages, namely the definition stage, the design stage, the development stage and the dissemination stage. LKPD validation is carried out by validators. The results show that the validity of the LKPD that has been assessed by the validators in the content aspect is in the very valid category with an average percentage value of 88.3%, the display aspect is 88.19% with a very valid category, the language aspect is 91.7 % with a very valid category, and aspects of use and presentation of 82.14% with a fairly valid category. The practicality of the LKPD is known from the student response questionnaires. The results of the student response questionnaire obtained an average percentage value of 82% with a very practical category. The results of this study indicate that the student activity sheet with a scientific approach to the material of hydrocarbons and petroleum in class XI High School which was developed is valid and practical to be used as teaching material in chemistry learning in class.

Grit as a Predictor of Chemistry Achievement among Secondary School Students in Kenya

This research was carried out to examine grit as a predictor of chemistry achievement among secondary school students in Kenya. The study was anchored on grit theory developed by Duckworth. The researcher used a correlational research design to establish the relationship between study variables. The target population for the study was 3,320 form three chemistry students in 27 public secondary schools in Etago Sub-County in the year 2023. In this study a sample size of 446 participants were selected from the population using simple random sampling, stratified and purposive sampling. A pilot study involving 30 students from one of the schools within the Sub-County was conducted to refine the reliability and validity of the research instruments. Data were collected using questionnaires and chemistry pro forma forms and then analyzed using the Statistical Package for Social Science (SPSS version 25). The results indicated a significant positive correlation between grit and chemistry achievement, r (433) = .65, p< .05. The study found no statistically significant gender differences in grit in relation to chemistry achievement t (433) = -.39, p = .70. Grit significantly predicted chemistry achievement, F (2,433) = 133.96, p < .05 and its moderation with gender accounted for 5% variance in chemistry achievement. Study recommends that chemistry teachers should enhance effective teaching aids to boost the interest and perseverance (grit) of students during chemistry learning for better achievement in the subject.

Comparison of Chemistry Learning Results In Blended Learning Using Edmodo Media and Whatsapp Students of Class X IPA SMAN 7 Mataram

Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar kimia dalam pembelajaran blended learning menggunakan media edmodo dengan whatsapp siswa kelas X pada materi larutan elektrolit dan nonelektrolit. Penelitian ini merupakan penelitian Quasi Experimental Design (eksperimen semu). Desain penelitian yang digunakan dalam penelitian ini dari Quasi Experimental Design yaitu Non- Equivalent Control Group Design. Pemilihan sampel menggunakan teknik purposive sampling. Sampel penelitian yakni kelas eksperimen I (X IPA 1) yang diterapkan pembelajaran blended learning dengan menggunakan media edmodo dan kelas eksperimen II (X IPA 2) yang diterapkan pembelajaran blended learning dengan menggunakan media whatsapp. Teknik pengumpulan data yang digunakan yaitu instrumen tes untuk pemahaman konsep (pretest dan posttest) dalam bentuk soal pilihan ganda. Uji hipotesis dalam penelitian ini menggunakan uji-t. Hasil uji Statistik uji-t thitung pada taraf signifikan 5% menunjukkan thitung (2,43) > ttabel (1,669) yang berarti Ha diterima dan Ho ditolak. Hal ini menunjukkan bahwa terdapat perbedaan pembelajaran blended learning yang signifikan antara menggunakan media edmodo dan whatsapp dalam meningkatkan hasil belajar kimia, dimana pembelajaran blended learning menggunakan media edmodo lebih baik dalam meningkatkan hasil belajar kimia siswa.

Analysis of the Effectiveness of Chemistry Learning During the Implementation of Online Learning in Public High Schools in Sumbawa District

Penelitian ini bertujuan untuk menganalisis efektivitas pembelajaran kimia selama pelaksanaan pembelajaran daring di SMA Negeri se-Kecamatan Sumbawa (SMAN 1 Sumbawa, SMAN 2 Sumbawa, dan SMAN 3 Sumbawa). Jenis penelitian ini bersifat deskriptif dengan pendekatan kuantitatif Ex Post Facto. Teknik pengambilan sampel dengan rumus Isaac dan Michael dengan taraf kesalahan 5 %, diperoleh 210 sampel. Pengambilan data efektivitas pembelajaran daring menggunakan angket tertutup dengan skala Likert yang terdiri atas 36 pernyataan. Teknik analisis data menggunakan teknik analisis statistik deskriptif dengan menghitung persentase, diperoleh hasil: indikator pengelolaan pelaksanaan pembelajaran sebesar 72%, proses komunikatif sebesar 65%, respon siswa sebesar 52%, aktivitas belajar sebesar 68%, dan hasil belajar sebesar 69%. Hasil penelitian menunjukkan bahwa efektivitas pembelajaran kimia selama pelaksanaan pembelajaran daring dengan 5 indikator tersebut diperoleh hasil yang menunjukkan rata-rata 65% atau masuk dalam kategori efektif.

Pengembangan Modul Kimia Berbasis Problem Based Learning pada Materi Minyak Bumi di SMAN 2 Mataram

This study aims to develop a chemical problem-based learning module on petroleum material at SMAN 2 Mataram by using validity and practicality tests. The research model used is the 4D model, namely define, design, development, and dissemination. This study used a purposive sampling technique in sampling, involving 36 students of class XI MIPA 8 at SMAN 2 Mataram who were then used as respondents in a practicality test. Data analysis shows a good level of validity, with an Aiken V index of 0.88. Meanwhile, the practicality module was analyzed using the practicality index (student and teacher response questionnaire) so that the practicality module proportions were 86% (students) and 94% (teachers). These results provide evidence that the problem-based learning chemistry module on petroleum material is valid and practical. Therefore, this module can be applied in the learning process at SMAN 2 Mataram and maybe also in other schools that have a similar curriculum

Addressing the Lacuna in Critical Thinking in Kenyan Secondary School Chemistry Curriculum

Abstract: There are numerous studies on critical thinking (CT), but very few studies have been done that relate CT dispositions especially self-efficacy in classroom theory and practice, particularly in Kenya's secondary school chemistry curriculum. This paper analyzed reports from scholars, policymakers, and the curriculum reforms for Kenyan secondary schools to establish the extent to which CT is incorporated into the curriculum. These reports were used to experiment with the standard critical thinking analysis model. The analyzed categories were used to develop key theoretical propositions for the study. Theoretical propositions formed an explanatory theory that supported the analysis. From the analysis, although education reforms recognize CT as a key skill, it is not clear how CT self-efficacy should be developed in Kenyan secondary school chemistry learners. In this paper, we argue that CT can only be realized in the Chemistry classroom if the learning approach is learner-centered as opposed to the current teacher-centered approach. CT self-efficacy indicators also ought to be infused into the secondary school education curriculum for chemistry learners to acquire CT skills.

Peningkatan Hasil Belajar Kimia melalui Penerapan Model Pembelajaran Team Games Tournament berbasis Reading

This research aims to improve student learning outcomes by using the Reading-based Team Games Tournament learning model. This research is classroom action research (PTK) which consists of two cycles, namely Cycles I and II. Each cycle holds 3 meetings consisting of 2 face-to-face meetings and 1 learning outcomes test. The subjects in this research were 30 class X students at Cendrawasih High School, Makassar City, consisting of 14 male students and 16 female students. The results of the research in cycle I showed that the chemistry learning outcomes of students were not yet complete. Only 11 students or 36.7% achieved the standard of completion in Biology, while in cycle II showed that there was an increase in the learning outcomes of students who obtained grades. >75 as many as 24 people or 80% where the highest score reached 92 and the lowest score reached 65. In cycle I the average value of student learning outcomes was 66.2, while in cycle II there was an increase with an average student learning outcome of 82. The research results show that the Team Games Tournament learning model can improve the learning outcomes of Class X students at Cendrawasih High School

Emerging Trends in the Application of Artificial Intelligence and Machine Learning for Analytical Chemistry: Enhancing Precision and Automation

This research paper explores the transformative impact of Artificial Intelligence (AI) and Machine Learning (ML) on the field of Analytical Chemistry. It delves into the emerging trends and applications of AI and ML in this domain, with a primary focus on enhancing precision and automation. Analytical Chemistry, a critical discipline in industries such as pharmaceuticals, environmental monitoring, and materials science, has seen a paradigm shift due to these technologies. The paper discusses key applications, challenges, ethical considerations, and future prospects, illustrating how AI and ML are poised to revolutionize Analytical Chemistry, enabling more accurate, efficient, and automated analytical processes. Keywords: Artificial Intelligence, Machine Learning, Analytical Chemistry, Spectroscopy and Image Analysis, Drug Discovery, Model Development, Experimental Design, Validation and Robustness Testing, Precision, Automation, Data Processing, Big Data Analysis, Scientific Discovery, Ethical Considerations, Emerging Trends.

Creating Accessible Chemistry Content for Students with Disabilities: Findings from Schools Providing Inclusive Education in Indonesia

The trend of students with disabilities attending secondary schools providing inclusive education in Indonesia is rising. This trend requires teachers as a key person to offer learning that suits the needs and abilities of each student, including those with disabilities. This research portrays how chemistry teachers provided alternative modes of representation as one of the principles of Universal Design for Learning (UDL). Three teacher participants from three schools providing inclusive education (SPIE) in the Special Province of Yogyakarta were recruited purposively and agreed to be interviewed on how they varied the chemistry content format. A descriptive method was used and directed content analysis was applied to analyze the data. The findings demonstrated that chemistry learning content were created more accessible for students with disabilities. Three chemistry teacher participants demonstrated that they implemented the principle of Multiple Means of Representation of UDL in a simple manner. The participants created learning objectives without modifying them to suit the student’s abilities. Learning content was offered in various ways and delivered with some strategies. Chemistry teacher participants demonstrated how they provided various assessments to gain students with disabilities opportunities to show their understanding.

Analysis of Students Chemistry Laboratory Literacy in High School

This research aims to identify the laboratory literacy level of SMA/MA students in Mataram City and describe laboratory literacy in 4 aspects: context, content, competence, and attitude, in carrying out practicums in the laboratory. Laboratory literacy measurement techniques through stages pre-lab to measure the ability of the content aspect, namely identifying knowledge initial or basic concepts that support practicum, subsequent stage lab work to measure context aspects, namely problem identification, analysis objectives, and principles of analytical methods for testing scientific ideas, and attitude aspects during practicum. Stagepost lab measuring competency aspects related to data analysis from practicum results as a basis for decision making. The research data was analyzed descriptively. Research results show that value. The average student laboratory literacy in the context and attitude aspects is high, namely 78.22 and 86.8, but for the content and competency aspects, it is still low, namely 54.26 and 54.15. The conclusions of this research are as follows: (1)Ability The average laboratory literacy of SMA/MA students in the city of Mataram is a category enough, namely 67.71. (2) The ability to apply chemistry to real-life problems (Chemical Literacy) can be improved by optimizing the use of laboratories as chemistry learning centers

PERAN PENDEKATAN SOCIO-SCIENTIFIC ISSUE (SSI) DALAM MENINGKATKAN SCIENTIFIC LITERACY PADA PEMBELAJARAN KIMIA

Abstract 21st century education requires a person to have the skills to connect knowledge with science literacy skills. One of the efforts to achieve this is through the socio-scientific issues (SSI) approach. Learning that contributes to SSI teaches students to be able to analyze problems, assess the credibility of information sources used, and formulate appropriate solutions, including in chemistry learning. In this study, a literature review was conducted on the role of the SSI approach in improving scientific literacy in chemistry learning. The results showed an increase in scientific literacy in chemistry learning when SSI-based learning was applied. Increased scientific literacy skills help students solve problems in the surrounding environment based on SSI. These findings are expected to contribute to the improvement of the application of learning models based on the SSI approach in chemistry learning, especially to improve students' scientific literacy

Empowerment and Training on Making Minimum Competency Assessment (AKM) Questions Based on Reading Literacy and Numeracy for Chemistry Teachers throughout Tulungagung Regency

Chemistry MGMP teachers in Tulungagung Regency need more knowledge to improve their competence in preparing literacy and numeracy-based chemistry AKM questions. This chemistry AKM participates in the National Assessment, so teachers need training and assistance in creating chemistry AKM questions and instruments. This community service activity aims to strengthen teacher competence in evaluating chemistry learning and providing strategies for preparing AKM chemistry questions. Community-based research (CBR) methods were conducted through training and practice involving 37 chemistry teacher participants. The service results showed an increase in N-Gain of 0.7, which was in the high category, so the teachers could write AKM chemistry questions based on reading literacy and numeracy. The questionnaire results also show that this community service activity is beneficial and provides valuable experience for teachers, with 90% of teachers answering strongly agree and considering that this training activity has been carried out.

A Systematic Review: How the Implementation of Collaborative Learning in Chemistry?

This research aims to determine what chemical materials are commonly used in collaborative learning and what methods/modes/approaches are used in collaborative learning in chemistry classes. The research method used is a systematic literature review (SLR) by analysing relevant research results from the Google Scholar and ERIC databases of 20 articles based on their suitability with the research theme within the last eight years (2016-2023). Through the SLR method, articles are reviewed systematically by following the steps that have been determined. The results of this systematic literature review (SLR) chemical material commonly used in collaborative learning is basic chemistry at the senior high school and university level, then the models/methods/approaches used in collaborative learning are inquiry-based collaborative learning, flipped classroom, and game-based collaborative learning.

The Development of Student Soft Skills through the Integration of PJBL STEAM Learning in The Organic Chemistry 1 Topic of Hydrocarbons

This research aims to improve students' soft skills in facing the 21st century, making learning more interesting and enjoyable so that the quality of human resources becomes better. This study explores how integrating Project-Based Learning (PjBL) with the STEAM (Science, Technology, Engineering, Art, and Mathematics) approach can improve students' soft skills in Organic Chemistry 1, specifically focusing on the topic of hydrocarbons. The research subjects were students taking Organic Chemistry 1 courses in the odd semester of the 2022/2023 academic year. This type of research is qualitative research with data collection techniques in the form of interviews, field observations, and reflective journals. The STEAM approach, encompassing Science, Technology, Engineering, Art, and Mathematics, is implemented through a six-stage learning process, namely providing essential questions, making a project plan, preparing a project schedule, monitoring students and project progress, assessing/testing results, and providing student experience. The research results show that students like project learning using the STEAM approach with an average questionnaire response result of 89.14% with very good criteria. 36% of students experienced problems when making project planning assignments in finding interesting ideas related to organic chemistry 1 material using the STEAM approach. The integration of STEAM in project-based learning can develop students' soft skills.