Prospective Chemistry Teachers Research Articles

Quality of Discovery Learning-Based Chemistry Learning Tools Developed by Chemistry Teacher Candidates

Prospective chemistry teachers play an important role in implementing Discovery Learning through the learning tools they develop. It is important to evaluate the quality of discovery learning-based learning tools utilised by prospective chemistry teachers in order to provide constructive feedback and improve their competence. This study aims to describe the quality of learning tools in the form of teaching materials and Learner Worksheets that have been prepared by prospective chemistry teachers. This research is a quantitative descriptive research. The population of this study were all students majoring in chemistry class of 2021. This study used purposive sampling technique. The sample of this study was prospective teacher students from the 2021 class B chemistry education study programme, totalling 23 people. Data collection techniques in the form of portfolio/document evaluation in the form of learning devices made by prospective chemistry teacher students. The learning tools collected by prospective teacher students are in the form of teaching materials and student worksheets based on Discovery learning. The learning devices that have been collected are then assessed using validated instruments and assessment rubrics and then scored to determine the ability category of prospective teacher students. The results showed that the quality of discovery learning-based teaching materials prepared by Chemistry teacher candidates in the construction component is categorized as Good, content/material is categorized as Very Good, learning assessment is categorized as Quite Good and discovery learning orientation is categorized as Good. The quality of discovery learning-based student worksheets prepared by prospective chemistry teachers in terms of the construction component is categorized as Very Good, learning activities are categorized as Very Good, learning assessment is categorized as Good and discovery learning orientation is categorized as Very Good.

Edible Coating from Breadfruit Starch and Chitosan for Food Packaging

Lectures that encompass Education for Sustainable Development (ESD) can encourage awareness about sustainable development by integrating current issues, such as the potential of breadfruit starch and chitosan for making edible coatings for food packaging. This work aimed to study the development of edible coating from breadfruit starch (BS) and chitosan (CH) for food packaging based on SDGs aspects and as preliminary research to develop worksheets for prospective chemistry teacher students. BS-CH edible film developed by solvent evaporation method, thickness measurement, and physical properties for application on chili, carrot, and sweet potato which. The results showed that the optimal comprehensive properties of the film were obtained when the mass ratio of 3% AS to 1% CH was 7:3. The solubility test results show that the addition of CH ratio increases the swelling of the film before the dissolution process. The tensile strength and elongation of the film increased with the addition of CH until the optimum condition with tensile strength values of 3.01 MPa and 58.26%. The optimum mass ratio was applied through the coating of carrot, chili, and sweet potato which can prevent mass weight and mushroom. Apart from that, student opinion data was generated in the form of potential edible coating topics in the theme of ESD issues. In addition, student opinion data was generated in the form of expectations of edible coatings topics in ESD-laden chemistry learning, including understanding and applying ESD principles and the context of edible coatings and introducing the potential of edible coatings in society so that it is expected to improve 21st-century skills. The results of this research show the need to integrate the topic of edible coating of breadfruit starch and chitosan in worksheets for prospective chemistry teacher students.

Effectiveness of the Connected Learning Cycle (CLC) for Training Scientific Literacy Skills and Argumentation Skills in Prospective Chemistry Teacher Students

Objective: This research aims to determine the use of connected learning cycle (CLC) to practice scientific literacy skills and argumentation skills. Theoretical Framework: Connected learning cycle is a learning strategy using a connected curricular model combined with the 5E learning cycle. There is a relationship between scientific literacy skills and argumentation. Argumentation skills can be improved with literacy skills. Method: This study used a single group pretest post-test research design. The tools and instruments used to collect data have been validated by five experts and received a very valid assessment in the content and construct aspects. The research instruments include scientific literacy and argumentation skills test questions, student activity observation sheets, and student response questionnaires. The analysis used includes learning completeness, in this case completeness in scientific literacy skills, argumentation skills, the n-gain score to see the development of learning outcomes. The Chi square test, and the Fisher test looked at the relationship between scientific literacy and argumentation skills. Results and Discussion: Connected Learning Cycle (CLC) method is effective for training scientific literacy and argumentation skills. Research Implications: Remembering literacy and argumentation skills is the basis for developing other thinking skills, it is hoped that the results of this research can be used as an alternative effort to train scientific literacy skills and argumentation skills. Originality/Value: The Connected Learning Cycle (CLC) method used was a combination of connected curricular model combined with the 5E learning cycle as alternative effort to train scientific literacy skills and argumentation skills.

Developing Chemistry Lesson Plan Design: Integrating Scientific Explanation by CER Framework in STEM Learning

The main supporting component of a comprehensive learning implementation, scientifically prepared according to the chemical context, is developing a chemistry lesson plan. Scientific explanations in chemistry learning often involve causal mechanistic explanations of chemical phenomena, which provide a paradigm for understanding chemical concepts. This research aims to describe how prospective chemistry teachers use scientific explanations to develop CER framework in chemistry lesson plans that align with STEM learning. A descriptive qualitative research design was used. The authors conducted this research on 20 prospective chemistry teachers. This research used the document review, observation, CER framework assessment, and interviews. Prospective chemistry teachers can theoretically and practically prepare chemistry learning plans. The study reveals that prospective chemistry teachers struggle to offer scientific explanations for the concepts they explain through CER framework. Their responses to the CER framework assessment reveal numerous unconnected scientific explanations. One cannot combine evidence and reasoning claims into a systematic unity to explain a chemical phenomenon.

Analysis of Technological Pedagogical Content Knowledge (TPACK) Ability for Prospective Chemistry Teacher Students and Chemistry Teachers: A Literature Review

Mastering ICT is a prerequisite for teachers in the 21st century, and this is consistent with the TPACK framework that a teacher or aspiring teacher needs to be equipped with. Technological, pedagogical, and content knowledge (TPACK) is a conceptual framework that combines components that include three types of knowledge that teachers need to master, namely technological, pedagogical, and content knowledge. TPACK is a framework that seeks understanding the relationship between pedagogical and technological knowledge. In TPACK, teachers' knowledge of integrating technology into learning makes learning effective and efficient. This study aimed to observe the Technological Pedagogical Content Knowledge (TPACK) ability of prospective chemistry teachers and chemistry teachers. The research method used a literature study in the form of an analysis of various literature derived from national and international articles in accordance with the research objectives, namely 33 articles on the ability of Technological Pedagogical Content Knowledge (TPACK) of prospective chemistry teachers and chemistry teachers. The results showed that the components of TK, PK, TPK, TCK, and TPACK owned by prospective chemistry teachers and chemistry teachers were in the sufficient category. The TPACK abilities of chemistry teacher candidates and chemistry teachers still need to be improved in several aspects of content mastery, pedagogy, and technology. Developing TPACK abilities requires a long process to acquire new sources of skills and knowledge needed to form professional teachers.

Literature Review Regarding PCK of Chemistry Teachers and Prospective Chemistry Teachers

This research aims to provide an overview of the research methodology used in conducting a literature review of 21 journals indexed by Scopus and included in the Q1 category during the 2013-2022 period. This research uses a literature review method, this method is a scientific approach that provides a comprehensive picture of the development of a research topic. Through this literature review, researchers can obtain information regarding the year of publication, research methods applied, instruments used in each journal, and the focus of studies conducted by each journal. At the results and discussion stage, this research details the concept of Z score as a statistical value, factor analysis, correlation between factors, and coding analysis in the context of qualitative research. The concept of in-depth analysis which includes an in-depth examination of a subject or phenomenon is also discussed in detail. In addition, various research methods such as constant-comparative, person map items, PCS, TSPCK rubric, questionnaires, interviews, observation, and documentation are explained in depth. The importance of pedagogical competence in implementing the educational process is in the main spotlight, and analysis of the literature in the journal "Chemistry Education Research and Practice" shows the dominance of the use of qualitative methods in 2020. Interviews are recognized as an irrelevant method. only flexible but also in-depth, supported by the application of observation and analysis of supporting factors

Chemistry Teaching Departments’ Current Situation from the Perspective of Prospective Chemistry Teachers: A Case Study

This study aims to investigate the opinions of prospective chemistry teachers (PCTs) regarding the chemistry teaching department. In this qualitative research, 47 PCTs participated and the data were collected via an opinion form and focus group interviews. In the end, it was found that the PCTs preferred the department willingly, the intrinsic factors mainly shaped their preferences. Additionally, if they had a second chance they expressed that they would prefer different departments related to health like nursing, and pharmacy. Appointing in the Public Personnel Selection Exam (KPSS in Turkish) is prominent for them in the post-graduation period if not they have different plans. Correspondingly, the most intense feeling about this period they have is fear. In the end, they criticized the current undergraduate chemistry teaching curriculum and complained about it. They anticipated modifications both in the distribution and the context of the courses. In the end it was seen that they emphasized that they wanted more chemistry based professional knowledge courses.

Development of a Video on How to Make Synthetic Indicators in the Laboratory to Improve Practicum Competence of Prospective Chemistry Teachers

The competence to make synthetic indicators is terribly required by chemistry teachers in high school in order that the implementation of practicum can run more effectively and efficiently. This study aimed to develop a practicum video on how to make synthetic indicators and find out the quality of the developed video. This study was a Research and Development (R&D) study with 4D development model (Define, Design, Develop, and Disseminate). The product was a practicum video on how to make synthetic indicators, in the form of MP4, containing the creation of phenolphthalein, starch, Tollens, and Fehling indicators. The product was assessed by one material expert, one media expert, and four reviewers (high school chemistry teachers). The results of product assessments based on quality, from media expert, it got a percentage of 96% in the very good category; from material expert, it got a percentage of 95% in the very good category; and from reviewers, it got a percentage of 98.33% in the very good category. Furthermore, the video was also responded very well by prospective chemistry teachers with an ideal percentage of 98%. Based on the results, it can be concluded that the developed product is feasible to be used in the learning process to improve the ability of prospective chemistry teachers to make synthetic indicators in the laboratory

Validitas Isi Instrumen TPACK pada Calon Guru Kimia menggunakan Aplikasi Model Rasch

This research aims to assess the content validity of the instrument used to measure Technological Pedagogical Content Knowledge (TPACK) in prospective chemistry teachers. The evaluation encompasses a thorough analysis of the instrument's alignment with the knowledge domains being measured, ensuring that the instrument covers key aspects of TPACK that are relevant to the context of teaching chemistry. Content validity reflects the representation and relevance of a set of items used to measure a concept carried out through rational analysis of the contents of the test through an expert panel assessment. This validity refers to the accuracy of the measurement based on the contents of the instrument to ensure that the scale of the items used has fulfilled the entire concept of the item or the suitability of the item. The instrument used in this study was assessed by nine validators consisting of two chemistry education experts and seven chemistry teachers. The assessment is done by determining the appropriateness or relevance of the test contents to be used through rational analysis by a competent panel or through expert judgment. The instrument validations in this study were 20 multiple choice questions. The assessment is done by giving a score of 1-4 on each item. This research is a quantitative descriptive study using Rasch model analysis. The analysis showed that the exact agreement was 71.4% and the expected agreement was 73.8%. Based on measurements showing relevant items in this research instrument, there are 17, among others number 1, 10, 11, 14, 5, 8, 19, 20, 18, 3, 6, 12, 13, 15, 17, 4 and 9. While there are 3 items that are irrelevant and need to be corrected, including number 16, 2 and 7.

The effects of prospective chemistry teachers’ laboratory teaching experiences on their metacognitive thinking skills and perceptions of problem-solving skills

The effects of prospective chemistry teachers’ laboratory teaching experiences on their metacognitive thinking skills and perceptions of problem-solving skills

Determination of comprehension levels of prospective chemistry teachers related to covalent bonding by using concept cartoons strategy

This study aims to identify prospective chemistry teachers’ difficulties in comprehension of the subject of polar and nonpolar covalent bonding. In addition to that, attempts were also made to determine how they interpreted the nature of force in covalent bonding. The study was conducted in a qualitative research method. Three different concept cartoons were used for data collection. 15 prospective chemistry teachers were included in the study. All of the participants were chosen through a purposeful sampling method. The data collected were put to content analysis, consistent with the nature of qualitative research studies. Following the analyses, the prospective chemistry teachers’ levels of comprehension of the subject were revealed and the issue was discussed.

Supporting first-year students in learning molecular orbital theory through a digital learning unit

Abstract A large number of chemistry students drop out of their studies, often because of high requirements for content knowledge. Quantum chemical models of atomic bonding such as molecular orbital (MO) theory are particularly challenging. We aimed to develop an intervention on MO theory based on the Computer-Supported Collaborative Learning framework. First, students work independently with interactive learning videos. Then, they create concept maps about core concepts of MO theory. In this paper, we present the evaluation of this intervention in terms of content knowledge, considering person-specific characteristics. Additionally, we compare three different treatment groups with varying materials and group arrangements, and prospective chemistry teachers with other first-year students. Our results show that students can answer single-choice questions well with the prior knowledge from their first-year chemistry course. Answering open-ended questions is more difficult. Nevertheless, they can improve significantly in both categories by working with the learning videos; creating concept maps does not lead to significant content knowledge changes. There are also no significant differences between the three treatment groups, or between teacher students and other chemistry freshmen. Regarding prior knowledge, differences depending on gender and school-leaving grades can be measured, whereas the choice of courses in school has no effect.

The TPACK Profile of Chemistry Prospective Teachers in Microteaching Class, University of Bengkulu

The low knowledge of TPACK among senior semester students is the main reason for conducting this research. Whereas this knowledge supports them to become a teacher. When the profile is known, the researcher as well as the study program lecturer can prepare and improve the student’s TPACK. This research is descriptive research with a quantitative approach. The purpose of this study was to analyze the TPACK profile of prospective chemistry teacher in the microteaching class. The research subjects were students of the chemistry education study program, University of Bengkulu who took the course. The instrument used is the TPACK questionnaire. This TPACK questionnaire consists of aspects of TK, PK, CK, TPK, TCK, PCK, and TPACK. This questionnaire uses a Likert scale. The results of the study were then categorized into 5 categories in each aspect. This category is useful for grouping students. The results of this study stated that students of the chemistry education study program who took microteaching courses knew this TPACK in the good category. Almost all aspects have an average score in the good category, only 1 aspect has a sufficient average score.

Etnosains: Persepsi Calon Guru Kimia terhadap Pembelajaran Kontekstual Berbasis Budaya

Ethno and science provide a dimension of togetherness in the development of society's culture and science. The aim of the study was to determine the perceptions of prospective chemistry teachers towards ethnoscience in contextual-based learning. The method used in this research is qualitative. Sources of data were taken from 39 first and second level chemistry teacher candidates and then specified into seven tribes in seven districts/cities in South Sumatra. The research instruments are surveys, interviews, and observations. Data were analyzed based on an interactive analysis model. The data analysis technique is to reduce the data and then draw conclusions. This study shows a positive perception of prospective chemistry teachers towards ethnoscience, that is, they are able to understand and elaborate on the ethnoscience approach in basic science lectures. The main problem faced by prospective chemistry teachers in the ethnoscience approach is that they are not used to connecting science content based on the chemical context with local culture. Ethnoscience approach can be implemented with Contextual Learning. This learning provides an opportunity for prospective chemistry teachers to further explore the culture of the surrounding community in a more real way. Contextual Learning helps and bridges the process of discovering concepts and contexts that exist in learning.

Using Concept Maps to Support Prospective Chemistry Teachers in Interconnecting Chemical Contents

Using Concept Maps to Support Prospective Chemistry Teachers in Interconnecting Chemical Contents

Implementation of Digital-Based Authentic Assessment to Assess Observing, Inferring and Predicting Skills in Prospective Chemistry Teachers

As the spearhead of successful learning in the classroom, a prospective teacher must have qualified abilities and skills, teacher competence and teaching quality need to be ensured. One of the ways to measure the competence of prospective chemistry teachers is by using authentic assessments. This assessment can be done digitally through an authentic digital-based assessment with a project-based learning model. The model, research design and instrument development carried out in this study is an adaptation of the test preparation procedure with the following instrument preparation steps: (1) planning the test, (2) trying out the test, (3) establishing test validity, (4) establishing test reliability, (5) interpreting the score. In this study, there were three parameters studied, namely (1) Analysis of the needs of prospective teachers at school. (2) Preparation of authentic assessment instruments that have been developed based on validators, (3) Analysis of observing, inferring and predicting skills. Analysis of school needs is the basis for the preparation of authentic assessment instruments and models that are compiled. The results of the learning instruments that have been compiled and have been developed have excellent quality criteria with an average per aspect of 0.875 and are declared valid based on the assessment of material experts, media experts and peer reviewers. The validated instrument is then implemented where the Implementation Analysis on prospective teachers in the observing aspect gets a score of 3,374 including in the excellent category, as for inferring, it gets a score of 3,217 including in the good category, in the predicting aspect it gets a score of 3,553 including the excellent category, so that the average teacher candidate gets a score of 3,392 including the excellent category. Meanwhile, the affective instrument of students got a score of 3.22 on the persistence aspect and 3.16 on the attention aspect, both of which were in the good category. So that the average affective aspect of the participants got a score of 3.19 and was included in the good category

Identification of Prospective Chemistry Teachers’ Misconceptions When Practicing Basic Teaching Skills and Their Correction Through Cognitive Conflict Strategies

Chemical misconceptions occur in almost all topics. Identification of chemical misconceptions has been carried out on students, students and even teachers. Chemical concepts are interrelated, so misconceptions at the primary level have the potential to cause misconceptions in the next concept. This study aims to identify misconceptions held by prospective chemistry teachers practicing basic teaching skills and overcome them through cognitive conflict strategies. This research is a naturalistic case study with an interpretive paradigm framework. Research is carried out naturally (natural setting) following the ongoing lecture program. The research was conducted during the even semester of the 2021/2022 academic year with 32 meetings for two classes. The research participants comprised 25 students (2 classes) taking microteaching courses. As the main instrument, the researcher is a microteaching subject with more than ten years of teaching experience. Data were collected using observation and interview methods with a cognitive conflict strategy framework. The results showed many misconceptions, including ionic bonds, ionization, and the formula for determining the pH of a buffer solution. Four prospective chemistry teachers experienced this misconception when practicing basic teaching skills. The correction results showed that 3 out of 4 students managed to correct the misconceptions that had been experienced before. One misconception is resistants. Based on the study results, it is recommended that a teacher or instructor pay attention to the misconceptions that occur and immediately overcome them as soon as possible.

Relationship between level of scientific creativity and scientific attitudes among prospective chemistry teachers

<span lang="EN-US">Scientific creativity and scientific attitude are important things that must be passed on in science learning. That is because the level of scientific creativity and scientific attitude could influence the performance in learning. As the same crucial components in learning, this research aimed to study the relationship between the level of scientific creativity and scientific attitudes. This study involved 92 prospective chemistry teachers in Pekanbaru, Indonesia who were selected using sample-simple random sampling. The data was collected through a chemistry scientific creativity test (CSCT) in form of open-ended questions, and a scientific attitude questionnaire. The data further was analyzed using SPSS 26.0 with a calculation of spearman correlation. The result showed that there was no relationship between the level of scientific creativity and scientific attitudes with Sig. 2-tailed=0.193, r<sub>s</sub>=0.137. It indicated that the level of scientific attitude was not the dominant factor that could influence the level of scientific creativity among prospective chemistry teachers in this study. Thus, this finding could be a consideration for educational stakeholders to explore the dominant factor that affected scientific creativity.</span>

Designing a Green Chemistry Integrated Separation and Purification Textbook Using the Four Steps Teaching Material Development (4STMD) Method: Selecting and Structuring Steps

This research aims to develop a university chemistry textbook in the Separation and Purification course by integrating the principles of Green Chemistry through the Four Steps Teaching Material Development (4STMD) method. Several separation and purification techniques are designed in this textbook, including sublimation, recrystallisation, chromatography, and distillation techniques, which are packaged in a presentation that focuses on the principles of Green Chemistry. The textbook development uses the 4STMD method which includes the steps of selecting, structuring, characterisation, and didactic reduction. The 4STMD is a teaching material development method characterised by a well-organized and straightforward sequence of steps. The research is limited to the selecting and structuring steps so that the research results are more focused and in-depth. The instrument used in this study was a review sheet of the suitability of concepts, indicators, and core competencies; as well as the suitability of concept maps, macro structures, and textbook systematics. The instrument used in this study was a review sheet of the suitability of concepts, indicators, and core competencies; as well as the suitability of concept maps, macro structures, and textbook systematics. This research was motivated by the limited number of college textbooks with a Green Chemistry perspective, especially for prospective chemistry teachers in coastal areas. Separation and purification are basic skills that must be mastered before synthesising and isolating a compound. However, the synthesis and isolation process usually involves the use of relatively hazardous solvents. Therefore, a separation and purification textbook that integrates Green Chemistry is needed so that students can master specification and concentration materials that are oriented towards environmental sustainability.

The Mnemonic Correction Becomes Meaningful Through Focus Group Discussion in Chemistry Learning

One of the concerns in the learning process is the meaning of writing mnemonics to help students memorize chemistry concepts. The research aimed to correct mnemonics in learning presentation by prospective chemistry teachers' students to be meaningful. The research used constructive design and qualitative methods. The researcher was the main instrument for the microteaching course. Data were collected through observation, focus group discussions (FGD) based on cognitive conflict, and documentation analysis. The results showed that it was found that two prospective chemistry teachers’ students from different groups presented the same mnemonic with less meaningful. The mnemonic was used to memorize the halogens (group 17 of the periodic table). The less meaningful mnemonic generally comes from social media. Based on the group discussion, the students of prospective chemistry teachers obtained 18 mnemonics with meaningful values.Prospective teachers must be able to improve mnemonics in learning to make it more meaningful, one way being to integrate ethnoscience aspects. It was suggested that there should promote creativity in developing learning that encourages positive attitudes to strengthen character education.